the individual education plan (iep) - ministry of education

The Individual Education Plan (IEP)

IEP

A R E S O U R C E G U I D E

2 0 0 4

Ministry of Education

DimockNi

ISBN 0-7794-6752-3 (Print) ISBN 0-7794-6753-1 (Internet)

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4What Is an IEP? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Why Does a Student Have an IEP? . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The IEP Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Phase 1: Gather Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Gather Information From Various Sources for Program Planning . . . . 12Consult With Parents, the Student, School Staff, and Other Professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Consultation with parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Consultation with the student . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Consultation with previous teachers . . . . . . . . . . . . . . . . . . . . . . . 14Consultation with other professionals . . . . . . . . . . . . . . . . . . . . . . 14

Gather Information Through Observation of the Student . . . . . . . . . . 14Conduct Further Assessments, If Necessary . . . . . . . . . . . . . . . . . . . . 15Consolidate and Record Information . . . . . . . . . . . . . . . . . . . . . . . . . 15

Phase 2: Set the Direction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Establish a Collaborative Approach – The IEP Team . . . . . . . . . . . . . 16Establish Roles and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . 17

The role of the educators and other professionals on the team . . . . 17The principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17The classroom teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17The special education teacher . . . . . . . . . . . . . . . . . . . . . . . . . 18The teacher’s assistant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Other professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

The role of the student and parents on the team . . . . . . . . . . . . . . 19The student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Ways of supporting parental and student involvement . . . . . . . . . 20Begin Work on the IEP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Relevant assessment data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Indicate the Student’s Areas of Strength and Areas of Need on the IEP 23

Health support services in the school setting . . . . . . . . . . . . . . . . . 24

Phase 3: Develop the IEP as It Relates to the Student’s Special Education Program and Services . . . . . . . . . . . . . . . . . . . . . . . . . . 25Classify Subjects or Courses and Alternative Program Areas . . . . . . . 25

“Accommodated only” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25“Modified” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25“Alternative” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Classifying programs for gifted students . . . . . . . . . . . . . . . . . . . . 27

1. Subjects or courses with modified expectations . . . . . . . . . . 272. Alternative programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Recording classified subjects and courses in the IEP . . . . . . . . . . . 27

CONTENTS

Une publication équivalente est

disponible en français sous le

titre suivant : Plan d’enseigne-

ment individualisé (PEI) : Guide.

This publication is available on

the Ministry of Education’s

website at

http://www.edu.gov.on.ca.

2 T h e I n d i v i d u a l E d u c a t i o n P l a n ( I E P ) : A R e s o u r c e G u i d e

Record Decisions About Program Exemptions, Course Substitutions, and Eligibility for a Diploma or a Certificate . . . . . . . . . . . . . . . . . . . 27Determine Accommodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Record Subjects or Courses With Accommodations Only in the IEP . . 30Plan and Document Subjects or Courses With Modified Expectations . 30Elementary School Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Current level of achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Annual program goal(s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Learning expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Secondary School Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Current level of achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Annual program goal(s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Learning expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Plan and Document Alternative Programs or Courses . . . . . . . . . . . . 37Determine Teaching Strategies and Assessment Methods . . . . . . . . . . 38

Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Assessment Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Plan For and Document Required Human Resources . . . . . . . . . . . . . 38Record Information About Evaluation and Reporting . . . . . . . . . . . . . 39Record Information About Provincial Assessments . . . . . . . . . . . . . . . 39Develop a Transition Plan, If Required . . . . . . . . . . . . . . . . . . . . . . . . 40Record Information About the IEP Development Phase . . . . . . . . . . . 41

IEP development team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Sources consulted in development . . . . . . . . . . . . . . . . . . . . . . . . 41Parent/student consultation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Completion date of the IEP development phase . . . . . . . . . . . . . . . 42Principal’s approval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Parent/student response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Phase 4: Implement the IEP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Share the Completed IEP with the Student, Parents, School Staff, and Other Professionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Put the IEP Into Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Classroom teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Support personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Continuously Assess the Student’s Progress . . . . . . . . . . . . . . . . . . . . 45Adjust the IEP as Necessary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Evaluate the Student’s Learning and Report to Parents . . . . . . . . . . . . 46

Subjects or courses with accommodations only . . . . . . . . . . . . . . . 46Subjects or courses with modified expectations . . . . . . . . . . . . . . . 46Alternative programs and courses . . . . . . . . . . . . . . . . . . . . . . . . . 47

Phase 5: Review and Update the IEP . . . . . . . . . . . . . . . . . . . . . . 48Update the Learning Expectations at the Beginning of Each Reporting Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Record Ongoing Revisions to the IEP . . . . . . . . . . . . . . . . . . . . . . . . . 48Store the IEP in the Documentation File of the Ontario Student Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

3C o n t e n t s

Plan for the Student’s Transition from Elementary to Secondary School, or for a Transfer to Another School . . . . . . . . . . . . . . . . . . 49

The sending teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49The receiving teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

AppendicesAppendix A: Template for a Suggested IEP Form . . . . . . . . . . . . . . . . 51Appendix B: Samples of Completed IEP Forms . . . . . . . . . . . . . . . . . 58

T h e I n d i v i d u a l E d u c a t i o n P l a n ( I E P ) : A R e s o u r c e G u i d e4

This revised resource guide replaces Part E, ”The Individual Education Plan (IEP)”,of the ministry document Special Education: A Guide for Educators, 2001 (pagesdated October 21), as well as the 1998 publication Individual Education Plan (IEP):Resource Guide. The present guide is intended to assist school boards in complyingwith the requirements for IEPs that are set out in Regulation 181/98 and implement-ing the policies set out in Individual Education Plans: Standards for Development,Program Planning, and Implementation, 2000.

This guide is intended to help teachers and others working with students with special needs to develop, implement, and monitor high-quality IEPs. A five-stepprocess is recommended. Suggestions and examples are provided, but IEPs, bytheir very nature, will be individualized on the basis of the particular requirementsof the student.

Section 1 of the Education Act defines a special education program as “aneducational program that is based on and modified by the results of continu-ous assessment and evaluation and that includes a plan containing specificobjectives and an outline of educational services that meets the needs of theexceptional pupil”. The term “special education services” is defined as “facil-ities and resources, including support personnel and equipment, necessaryfor developing and implementing a special education program”.

Under Regulation 181/98, “Identification and Placement of Exceptional Pupils”,principals are required to ensure that an Individual Education Plan (IEP) isdeveloped for each student who has been identified as exceptional by anIdentification, Placement and Review Committee (IPRC), within 30 schooldays of the student’s placement in a special education program (see excerptsfrom the regulation on page 5). School boards also have the discretion to pre-pare an IEP for a student who is receiving a special education program and/orrelated services but who has not been formally identified as exceptional.

The Human Rights Code provides for the right to equal treatment with respectto services, without discrimination on the basis of a number of grounds,including disability. Education is considered to be a service under the code,and service providers have an obligation to accommodate a person’s needs,unless doing so causes "undue hardship” for the provider, “considering cost,outside sources of funding, if any, and health and safety requirements, ifany” (Ontario Human Rights Code, s. 17(2)). Persons with disabilities shouldbe considered, assessed, and accommodated on an individual basis.

In September 2000, the Ministry of Education released the policy documentIndividual Education Plans: Standards for Development, Program Planning, andImplementation (referred to hereafter as the IEP Standards document). Thepurpose of the standards is to improve the consistency and quality of program

I N T R O D U C T I O N

5I n t r o d u c t i o n

planning for students who are receiving special education programs andservices. The standards are also intended to help improve communicationwith parents1 about how their child will progress through the Ontario cur-riculum (taking into account the child’s individual learning strengths andneeds) and about how that progress will be monitored.

In September 2002, to support implementation of the standards, the ministryprovided school boards with an IEP template and accompanying explanatorynotes. Although use of the template is not mandatory, boards were encour-aged to revise their existing IEP forms to capture all the information repre-sented in the template. A slightly revised version of the original template isprovided in Appendix A. (Samples of completed IEPs can be found inAppendix B.) The present resource document elaborates on the explanatorynotes, providing guidelines for planning a student’s special education program

Regulation 181/98, Sections 6 (2)–(8) and 8

6. (2) The board shall promptly notify the principalof the school at which the special education pro-gram is to be provided of the need to develop anindividual education plan for the pupil in consul-tation with the parent and, where the pupil is 16 years of age or older, the pupil.

(3) The individual education plan must include,(a) specific educational expectations for the

pupil;(b) an outline of the special education program

and services to be received by the pupil; and(c) a statement of the methods by which the

pupil’s progress will be reviewed.

(4) Where the pupil is 14 years of age or older,the individual education plan must also include a plan for transition to appropriate post-secondary school activities, such as work, furthereducation, and community living.

(5) Subsection (4) does not apply in respect of apupil identified as exceptional solely on the basisof giftedness.

(6) In developing the individual education plan,the principal shall,(a) consult with the parent and, where the pupil

is 16 years of age or older, the pupil; and

(b) take into consideration any recommendationsmade by the committee [IPRC] or the SpecialEducation Tribunal, as the case may be,regarding special education programs or special education services.

(7) In developing a transition plan under subsec-tion (4), the principal shall consult with suchcommunity agencies and post-secondary educational institutions as he or she considersappropriate.

(8) Within 30 school days* after placement of thepupil in the program, the principal shall ensurethat the plan is completed and a copy of it sentto a parent of the pupil and, where the pupil is16 years of age or older, the pupil.

8. The principal shall ensure that the individual edu-cation plan for a pupil is included in the recordkept in respect of the pupil under clause 265(d)of the Act, unless a parent of the pupil hasobjected in writing.

*As amended by Ontario Regulation 137/01.

1. Parents is used throughout this document to refer to parent(s) and guardian(s).


and for developing an IEP that meets the requirements of the IEP Standardsdocument. The text is structured according to the five phases of the IEPprocess, as shown in Figure 2, on page 10.

This revised resource guide is based on information gathered between 2001and 2003, when the Ministry of Education conducted reviews of IEPs pre-pared by school boards across Ontario. It takes into account informationgleaned from numerous consultations with educators and parents. Thereader may notice some minor differences between the IEP Standards docu-ment and this guide. These slight differences came about as terms and pro-cedures were clarified for the purpose of developing a practical guide tomeeting the requirements outlined in the IEP Standards document, and theyin no way contradict the intent of the standards.

For the convenience of users of this guide, several key sections of Regula-tion 181/98 are reprinted on page 5 and quoted at relevant points throughoutthe text. However, principals and others who work with exceptional studentsare advised to refer to both the IEP Standards document and the regulationfor a full description of responsibilities related to IEPs.

What Is an IEP?

An IEP is ...

• a written plan describing the special education program and/or servicesrequired by a particular student, based on a thorough assessment of thestudent’s strengths and needs – that is, the strengths and needs thataffect the student’s ability to learn and to demonstrate learning;

• a record of the particular accommodations2 needed to help the studentachieve his or her learning expectations, given the student’s identifiedlearning strengths and needs;

• a working document that identifies learning expectations that are modified from the expectations for the age-appropriate grade level in aparticular subject or course, as outlined in the Ministry of Education’scurriculum policy documents;

• a working document that identifies alternative expectations, if required,in program areas not represented in the Ontario curriculum;

• a record of the specific knowledge and skills to be assessed and evalu-ated for the purpose of reporting student achievement of modifiedand/or alternative expectations;

• an accountability tool for the student, the student’s parents, and every-one who has responsibilities under the plan for helping the studentmeet the stated goals and learning expectations as the student progressesthrough the Ontario curriculum.

2. Accommodations are supports or services that are not provided to the general student population but that are required by individual students with special needs to help them achievelearning expectations and demonstrate learning.

7I n t r o d u c t i o n

An IEP is not ...

• a description of everything that will be taught to the student;

• a list of all the teaching strategies used in regular classroom instruction;

• a document that records all learning expectations, including those thatare not modified from the regular grade level curriculum expectations;

• a daily lesson plan.

Why Does a Student Have an IEP?Regulation 181/98 requires that an IEP be developed for every student iden-tified as exceptional by an Identification, Placement and Review Committee(IPRC).

In addition, an IEP may be developed for a student who has not been for-mally identified as exceptional but who requires a special education pro-gram and/or services. In these cases, an IEP is required when:

• the school principal determines that a student’s achievement will beassessed on the basis of modified expectations; and/or

• the student regularly requires accommodations for instructional or assess-ment purposes.

Figure 1, on the following page, is a sample checklist, listing the informationthat should be included in an IEP.


Figure 1: Sample Checklist

Important Information to Be Included in an IEP

The strengths and needs that relate to the student’s learning. If the student hasbeen formally identified as exceptional, the IEP should include the strengths andneeds identified in the statement of decision received from the IPRC.

Relevant assessment data that support the identification of an exceptionality orthe reasons that give rise to the need for special education programs and services

Any specialized health support services needed to enable the student to attendschool

A list of all subjects/courses in which the student requires modified expectationsand/or accommodations, and all alternative programs

A list of the accommodations the student requires to help him or her learn anddemonstrate learning

The student’s current level of achievement in each modified subject or courseand/or alternative program area

Annual program goals and learning expectations for each reporting period ineach subject or course in which modified expectations are required and/or ineach alternative program area

The assessment methods that will be used to assess the student’s achievement ofthe modified or alternative expectations

A clear indication of the way in which student progress will be reported to par-ents (i.e., on the Provincial Report Card and/or in an alternative report) and thedates on which reports will be issued

Documentation of consultations with parents and the student (if the student is16 or older) during the development of the IEP and any subsequent reviews, anda record of the review and updating of learning expectations by school staff

A transition plan (if required, according to Regulation 181/98)

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

9

THE IEP PROCESS

Under Regulation 181/98, the principal is responsible for ensuring that anIEP is developed for exceptional pupils.

Once a student has been identified as exceptional and placed in a specialeducation program, successful practice suggests that the principal shouldassign to one teacher the responsibility for coordinating the development,implementation, and monitoring of the student’s IEP, employing a collabora-tive process. Planning a student’s educational program is best accomplishedthrough the combined efforts of, and close communication among, the stu-dent, the student’s parents, the school, the community, and other profes-sionals involved with the student. The IEP provides an opportunity for allthose involved with the student to work together to provide a program thatwill foster achievement and success.

Regardless who is coordinating the IEP process, decisions related to programplanning (represented in the IEP template by the sections covering CurrentLevel of Achievement, Annual Program Goals, Learning Expectations,Teaching Strategies, and Assessment Methods) should be made by the indi-vidual who teaches the student and prepares the report card – usually theclassroom teacher. The classroom teacher is responsible for instructing thestudent and assessing the student’s knowledge and skills in relation to his orher learning expectations, including any modified or alternative expectations.

This guide recommends that a team approach should underlie the IEPprocess, and that the process should be curriculum-oriented; that is, it shouldfocus on how the student is expected to progress through the Ontario cur-riculum, with or without modification of expectations, and on the provisionof alternative programs not described in the Ontario curriculum.

The IEP process involves the following five phases:

1. Gather information

2. Set the direction

3. Develop the IEP as it relates to the student’s special education programand services

4. Implement the IEP

5. Review and update the IEP

Regulation 181/98, subsec-

tion 6(8), as amended by

Ontario Regulation 137/01,

requires the principal, within

30 school days after placement

of the pupil in the program, to

ensure that the plan is com-

pleted and a copy of it sent to a

parent of the pupil and, where

the pupil is 16 years of age or

older, the pupil.

10 T h e I n d i v i d u a l E d u c a t i o n P l a n ( I E P ) : A R e s o u r c e G u i d e

Figure 2: Overview of the IEP Process

Figure 2 presents an overview of the five phases. Members of the student’sIEP team may focus on the particular subject or course in which they areresponsible for direct instruction. The various tasks that need to be under-taken in phases 1 to 3 may be delegated to different team members in orderto facilitate completion of the IEP within 30 school days of the student’splacement in a special education program.

1. Gather Information

• Review the student’s records (including the IPRC’sstatement of decision and/or previous IEPs)

• Consult with parents, the student, school staff, andother professionals

• Gather information through observation of the student

• Conduct further assessments, if necessary• Consolidate and record information

4. Implement the IEP

• Share the completed IEP with the student,parents, school staff, and other profession-als (providing a copy to parents and to thestudent, if 16 or older)

• Put the IEP into practice (classroom teach-ers and support personnel)

• Continuously assess the student’s progress• Adjust the IEP as necessary (recording any

changes in goals, expectations, accommo-dations, teaching strategies, and so on)

• Evaluate the student’s learning and reportto parents

5. Review and Update the IEP

• Update the learning expectations at thebeginning of each reporting period

• Review the IEP regularly and record revisions• Store the IEP in the documentation file of

the Ontario Student Record• Plan for the transition from elementary to

secondary school, or for a transfer toanother school

2. Set the Direction

• Establish a collaborative approach – The IEP team• Establish roles and responsibilities• Begin work on the IEP (e.g., record the reason for

the IEP, record personal information, list relevantassessment data)

• Indicate the student’s areas of strength and areasof need on the IEP (as identified in the IPRC’sstatement of decision, where applicable)

3. Develop the IEP as It Relates to the Student’s Special Education Program and Services

• Classify subjects or courses and alternative program areas• Record decisions about program exemptions, course substi-

tutions, and eligibility for a diploma or a certificate• Determine accommodations; record subjects or courses

with accommodations only• Plan and document subjects or courses with modified

expectations• Plan and document alternative programs or courses• Determine teaching strategies and assessment methods

(for modified and alternative expectations)• Plan for and document required human resources• Record information about evaluation and reporting• Record information about provincial assessments• Develop a transition plan, if required• Record information about the IEP development phase

(including details of parent/student consultations); secureprincipal’s approval

11T h e I E P P r o c e s s

Most IEPs follow the timetable of a school year or semester. They are devel-oped in the early fall and cover the time up to the June reporting period orthe end of the semester. The circular patterns shown in Figure 2 indicatethat the IEP process involves ongoing review, evaluation, and adjustmenton a term-by-term basis. The arrows extending from the “review and update”box indicate that the review phase can involve references back to earlierphases. Each phase in the process is discussed in detail in the following pages.


Gather Information From Various Sources for Program PlanningInformation of various kinds is needed for an IEP. The teacher assigned tocoordinate the development of the plan may therefore find it efficient toassign different members of the IEP development team to gather informationrelated to the different parts of the process. Information should be obtainedfrom a variety of sources and shared among team members so that theplanning team can develop a comprehensive view of the student’s learningprofile and programming needs.

The basic information needed for the IEP includes the following:

• personal information, as listed in the IEP Standards document and onpage 21 of this guide

• where applicable, information relating to the IPRC process and theIPRC’s statement of decision, including the date of the most recent IPRC,the student’s exceptionality, and the IPRC’s placement decision

• in the case of a student who has not been identified as exceptional by anIPRC, information about the characteristics of the student that make aspecial education program and/or services necessary

Various other kinds of information are needed for the IEP, which will alsoassist the IEP team in planning the student’s educational program. Theyinclude the following:

• relevant assessment data, including the date, source, and results or recommendations of assessment reports (see page 22)

• any medical or health support services required to enable the student toattend school

• clear and specific information about the student’s learning strengths andneeds, based on relevant assessment data and, in the case of studentsidentified as exceptional, on the IPRC’s statement of decision

• any recommendations made by the IPRC for special education programsand services

• information about accommodations required by the student, includingindividualized equipment requirements

• individualized teaching strategies that have been or are likely to be helpfulto the student

• the student’s current levels of achievement

PHASE 1: GATHER INFORMATION

Regulation 181/98, clause

6(6)(b), requires the principal,

in developing the individual

education plan, to take into

consideration any recommen-

dations made by the committee

(IPRC) or the Special Education

Tribunal, as the case may be,

regarding special education

programs or services.

13P h a s e 1 : G a t h e r I n f o r m a t i o n

Other information that could be helpful for planning and implementing thestudent’s education program might include:

• the language spoken by the student at home

• the student’s enrolment history, last school attended, attendance patterns,school behaviour, and social skills

IEP team members will consult a number of written sources to obtain infor-mation needed for the IEP, including the following:

• the IPRC’s statement of decision, which specifies the student’s placement,identifies the student’s exceptionality, and describes the student’sstrengths and needs and may include recommendations for the student’sspecial education program and services

• the student’s Ontario Student Record (OSR), including report cards andprevious IEPs

• relevant assessment reports

• results of provincial assessments

• the student’s current work

• the student’s annual education plan (for students in Grades 7–12)

Note: When obtaining, releasing, or sharing personal information about astudent, the principal must ensure that the requirements of the EducationAct and the Municipal Freedom of Information and Protection of PrivacyAct, as well as the requirements regarding access to student information out-lined in The Ontario Student Record (OSR): Guideline, 2000, have been met.

In addition to using written sources, IEP team members will rely on consul-tations, direct observation of the student, and further assessments, if needed,as described in the following sections, to obtain the information they need.

Consult With Parents, the Student, School Staff, and Other ProfessionalsConsultation with the student’s parents and the student, school staff, supportpersonnel, and representatives of outside agencies or services is a valuablesource of information, and should be a continuous process throughout thedevelopment and implementation of a student’s IEP.

Consultation with parents Parents can provide an invaluable perspective on their child’s personality,development, and learning. Open communication and cooperation betweenhome and school will also ensure that the two have similar expectationswith respect to the student’s special education program and services. Princi-pals are legally required to ensure that parents are consulted in the develop-ment of the IEP.


6(6)(a), requires the principal,

in developing the individual edu-

cation plan, to consult with the

parent and, where the pupil is

age 16 or older, the pupil.

The Education Act and the

Municipal Freedom of Informa-

tion and Protection of Privacy

Act in the case of school boards

(the Freedom of Information and

Protection of Privacy Act in the

case of Provincial Schools) con-

tain requirements related to the

collection, use, and release of

personal information.

Principals and teachers should

consult with their board’s

freedom-of-information coordi-

nators about the steps required

to obtain access to personal

information about the student

that is not contained in the

student’s OSR (for example,

from other professionals who

work with the student), and

about providing information

contained in the student’s OSR

to other professionals.


Consultation with the student Principals are legally required to ensure that all students who are 16 years ofage or older are consulted in the development of the IEP. However, any stu-dent for whom an IEP is being developed should be consulted to the degreepossible. In the information-gathering phase, students should be encouragedto share their perceptions of their learning strengths and needs, talents, andinterests. This information may be gathered through interviews, discussions,and interest inventories.

Consultation with previous teachers Previous teachers can provide information about a student’s areas ofstrength and need and about programs, services, resources, and strategiesthat have worked well in the past.

Consultation with other professionalsThe following people may be consulted, as necessary and appropriate, toprovide information that is relevant to the student’s educational programming:

• school administrators

• counsellors

• speech-language pathologists

• teacher’s assistants

• resource teachers

• educational consultants

• occupational therapists

• physiotherapists

• other medical professionals

• child and youth workers

• social workers

• psychologists and psycho-educational consultants

• Provincial School or Demonstration School personnel

• service providers from appropriate community agencies

Gather Information Through Observation of the StudentMembers of the IEP team who work directly with the student can supplementthe information gathered from written sources and through consultationwith others with information obtained through direct observation. Byobserving the student, teachers may learn how the student:

• responds to text in print and in alternative formats (e.g., large print,audiotape, Braille);

• approaches new tasks and persists with tasks;

• interacts with others;

• organizes his or her activities, time, and materials;

15T h e I E P P r o c e s s

• uses language;

• performs individually and in group activities;

• responds to cues (including auditory, visual, and direct and indirect verbalcues).

Teachers can also observe:

• how the student’s learning is affected by environmental variables such aslighting, sound, temperature, colours, the physical arrangement of theclassroom, the time of day, and routines and schedules;

• how the student responds to the number of people in the immediate areaand to the behaviour of teachers and support staff, and how he or sheresponds to authority.

Conduct Further Assessments, If Necessary Once information has been gathered from the sources described above, it is reviewed to determine if it is sufficient to enable the team to plan andimplement educational programming. If it is sufficient, no further assess-ments may be necessary. If the information is insufficient, individual assess-ments will need to be conducted to supplement existing data. (Becauseeducational assessments, especially grade-equivalent achievement scores,must be very current to be useful in the development of an IEP, it may benecessary to conduct new educational assessments.)

Additional assessments may include the following: additional observationsand additional samples of the student’s work; diagnostic tests; teacher-created tests; developmental assessments; medical assessments; psychologicalassessments; communication assessments; educational assessments; living/vocational skills assessments; behavioural/psychiatric assessments; andobservation of the student in the context of performing daily routines.

Most educational assessments are routine and are conducted on an ongoingbasis by teachers. Written parental consent is required for some assessments,such as speech and language assessments, psychological assessments, andmedical assessments. It is important to help parents understand what eachassessment entails – that is, the process their child will go through – as well asthe benefits of conducting the assessment and its possible outcomes. This willensure that parents can make an informed decision about whether to consentto an assessment. (See also the note on page 13 about privacy requirements.)

Consolidate and Record InformationThe information gathered needs to be consolidated and analysed to provide adetailed picture of the student’s areas of strength and need, and to identify anyconsistent patterns of successful learning. Assessment data may be checkedagainst information gathered from other sources to determine whether theother information supports the patterns revealed by the assessments. Discrep-ancies in information from different sources should be investigated.


Establish a Collaborative Approach – The IEP Team The IEP needs to be developed collaboratively, both by those who know thestudent best and by those who will be working directly with the student.Part C: Program Planning of Special Education: A Guide for Educators, 2001contains information on in-school teams. The model described there wouldbe ideal for an IEP team, and its use is recommended wherever possible.

The membership of an IEP team can and should vary according to the needsof the individual student. Members may include, for example, the student,the student’s parents, the student’s teachers, the guidance counsellor, theprincipal, appropriate special education staff and support personnel, andstaff from community agencies, as appropriate.

As noted earlier, regardless of who is coordinating the IEP process, decisionsrelated to the program planning sections of an Individual Education Planneed to be made by the individual who teaches the student and prepares thestudent’s report card – usually the classroom teacher.

A team approach enables all those who are responsible for and interested inmeeting the student’s needs to:

• share information and observations about the student’s behaviour andlearning in a variety of settings;

• develop a common understanding of the student’s strengths and needs asthey affect his or her ability to learn and demonstrate learning, and his orher educational goals;

• discuss accommodations that can help the student learn and demonstratelearning;

• select and make recommendations about the purchase of individualizedequipment, if applicable;

• discuss the type and level of support required from support services personnel;

• plan and outline how the student’s learning will be assessed so that theconnection between the IEP and the Provincial Report Card will be readilyapparent to both the student and the parents.

PHASE 2: SET THE DIRECTION

17P h a s e 2 : S e t t h e D i r e c t i o n

Establish Roles and Responsibilities All team members have important roles and responsibilities in the IEP process.

The roles and responsibilities of various team members in the development,implementation, and monitoring of an IEP are outlined below. The listattempts to cover all aspects of an IEP; however, responsibilities and taskswill vary depending on the circumstances of the individual student and maynot all be required in each situation. All participants are expected to cooper-ate in the IEP process.

The role of the educators and other professionals on the team

The principal:• assigns to one teacher the responsibility for coordinating (not developing)

the student’s IEP;

• facilitates collaborative planning, evaluation, and updating;

• ensures that IEPs are completed within 30 school days of a student’splacement in a special education program;*

• signs IEPs within 30 school days of a student’s placement in the program;

• ensures that IEPs are implemented and that, as part of implementation,the student’s learning expectations are evaluated and updated at leastonce every reporting period;

• ensures that the recommendations of the IPRC (with respect to specialeducation programs and services such as support personnel, resources,and equipment) are taken into account in the development of the IEP;*

• ensures that parents and the student, if the student is 16 years of age orolder, are consulted in the development of the IEP;*

• ensures that consultation with community agencies and postsecondaryinstitutions that he or she considers appropriate is conducted as part ofthe preparation of a transition plan for students who are 14 years of ageor older and who are not identified solely as “gifted”;*

• ensures that a copy of the IEP is provided to the parents and to the stu-dent, if the student is 16 years of age or older;*

• ensures that the current IEP is stored in the OSR, unless a parent of thestudent objects in writing.*

The classroom teacher:• contributes first-hand knowledge of the student’s strengths, needs, and

interests;

• fulfils the role of the key curriculum expert on how the IEP can be devel-oped to help the student progress through the Ontario curriculum;

• develops any modified or alternative learning expectations required tomeet the student’s needs, plans instruction to address those expectations,and assesses the student’s achievement of the expectations. (Note that, in

Responsibilities that are

mandated by Regulation 181/98

are marked with an asterisk (*).


some cases, the special education teacher will take direct responsibilityfor certain aspects of the student’s special education program, and will beresponsible for developing, teaching, and assessing the expectationsrelated to those areas.);

• develops and later implements teaching, and assessing, individualizedteaching strategies that will help the student achieve his or her learningexpectations;

• reviews and updates learning expectations at the beginning of eachreporting period;

• maintains ongoing communication with the student’s parents, other teach-ers, and other professionals and support staff involved with the student.

The special education teacher:• provides diagnostic assessments, as appropriate and if required, to deter-

mine the student’s learning strengths and needs;

• provides support to the student’s classroom teachers by generating ideasand suggestions for developing modified expectations, alternative programs,or accommodations (e.g., individualized teaching or assessment strategies,human support, individualized equipment);

• provides advice about materials and resources;

• develops any modified or alternative learning expectations that fall withinareas for which the special education teacher has direct responsibility;

• plans instruction to address those expectations and assesses the student’sachievement of the expectations;

• works with the classroom teacher(s) to maintain ongoing communicationwith the student’s parents and other teachers.

The teacher’s assistant:• helps the student with learning activities under the direction and super-

vision of the teacher;

• assists with providing appropriate accommodations as described in the IEP;

• monitors and records the student’s achievements and progress relative tothe expectations described in the IEP, under the direction and supervisionof the teacher;

• maintains ongoing communication with the student’s teachers.

Other professionals:• participate in the IEP process and serve on the IEP team, if requested;

• help to determine the student’s learning strengths and needs;

• develop strategies for use in the school environment to assist the studentin acquiring the knowledge and skills described in the learning expecta-tions, and to demonstrate that learning;

• train staff to implement the strategies;


• provide advice about materials and resources;

• provide technical assistance;

• act as a resource for and support to the student’s family;

• maintain ongoing communication with the student’s teacher and the IEP team;

• conduct assessments, as necessary, with informed parental consent.

The role of the student and parents on the team

The student:• helps the team identify his or her preferred learning styles and modalities;

• understands what accommodations are to be provided (e.g., individual-ized teaching and assessment strategies, human support, individualizedequipment);

• assists in setting annual program goals and learning expectations;

• demonstrates an understanding of the IEP and works actively to achievegoals and expectations;

• monitors progress towards goals and maintains awareness of how gradesand/or marks will be generated for the Provincial Report Card;

• considers the information in the IEP when developing and reviewing hisor her annual education plan (in Grades 7–12).

The nature and extent of a student’s involvement in the IEP process willvary. However, members of the IEP team should ensure that studentsunderstand the purpose of their IEP and how the goals and expectations inthe plan are individually tailored, evaluated, reviewed, and updated. Theyneed to be aware that their achievement of the learning expectations will bereflected in their Provincial Report Card. Students must understand thatthey can participate in the IEP process and that it is important for them totake an active role in their learning. As part of the self-assessment process,students should, where possible, fill in page 3 of the Provincial Report Card.

Parents:• provide up-to-date information about their child as it relates to the child’s

learning (e.g., recent assessment reports);

• provide important information that will assist in the development andimplementation of their child’s educational program (e.g., the talents andskills their child demonstrates in the home and community; their child’slikes, dislikes, learning styles, interests, and reactions to various situations);

• reinforce and extend the educational efforts of the teacher by providingopportunities for their child to practise and maintain skills in the home;

• provide feedback on the child’s transfer of skills from school to the homeand community settings;

• maintain open communication with the school.

Regulation 181/98, clause 6(6)(a),

requires the principal, in devel-

oping the Individual Education

Plan, to consult with the parent

and the pupil, if age 16 or older.

Subsection 6(8), as amended by







parent of the pupil and the pupil,

if age 16 or older.


Ways of supporting parental and student involvementMembers of the IEP team should involve parents in the collaborativeprocess as early as possible. The educational priorities identified by familymembers are important to the student’s overall learning experience. In addi-tion to the responsibilities outlined above, parents play an important role inthe IEP process by communicating to the IEP team a picture of their child’slife thus far, suggesting ways to avoid potential problems, and helping theteam achieve continuity of programming for the student.

Principals and teachers can support parental and student involvement by:

• communicating openly and regularly with parents and students in clear,plain language (i.e., language that is free of jargon);

• giving parents and students the opportunity to specify how, and to whatdegree, they wish to become involved in consultation during the develop-ment of the IEP;

• contacting parents by telephone as well as in writing to notify them aboutmeetings of the IEP team;

• informing parents and students about the topics that will be discussed atthe IEP meeting and about who will attend;

• ensuring that parents and students are given the opportunity to providemeaningful input to the development of the IEP;

• ensuring that a copy of the IEP is sent to parents and to the student, if thestudent is 16 years of age or older, as required by Regulation 181/ 98;

• checking regularly with parents and students to share effective strategiesand gather feedback;

• checking regularly for possible parental or student concern or confusion(by asking questions, if necessary);

• clarifying information as necessary to ensure that parents and the studentunderstand the IEP, its connection to the Provincial Report Card, and theIEP process.

Begin Work on the IEPAn Individual Education Plan for a student begins with information that pro-vides a profile of the student.

The reason for developing the IEP must be recorded. Either of the follow-ing reasons may given:

• The student has been identified as exceptional by an IPRC.

• The student has not been formally identified as exceptional but requiresan ongoing special education program and/or services, including modifiedor alternative learning expectations and/or accommodations.


The personal information sections of the IEP form include the student’sfull name, gender, date of birth, and Ontario Education Number (OEN) and/orMinistry Identification Number (MIN); the name of the school, the principal’sname, the student’s current grade or special class, and the school year.

In the case of students identified as exceptional by an IPRC, the date of themost recent IPRC must be noted in the IEP. If the most recent IPRC tookplace prior to the last school year, the date on which the parents exercisedtheir option to have the annual review waived must also be noted on theIEP. Although it is not a requirement, some school boards also like toinclude the date of the initial IPRC.

For students who have been identified as exceptional, the IEP must indicatethe student’s exceptionality, as stated in the IPRC’s statement of decision(and as given in the ministry-approved list of categories and definitions ofexceptionalities). The approved list of exceptionalities is as follows:– Behaviour– Autism– Deaf and hard-of-hearing– Language impairment– Speech impairment– Learning disability– Giftedness– Mild intellectual disability– Developmental disability– Physical disability– Blind and low vision– Multiple exceptionalities

For a student who has not been identified as exceptional by an IPRC, a briefstatement describing the characteristics of the student that make a specialeducation program and/or services necessary must be provided.

For students who have been identified as exceptional, the IEP must alsoindicate the student’s placement. The IPRC’s statement of decision outlinesthe committee’s placement decision for the student. School boards areencouraged to record on the IEP the option below that most closely resem-bles the placement specified in the IPRC’s statement of decision:

• A regular class with indirect supportThe student is placed in a regular class for the entire day, and the teacherreceives specialized consultative services.

• A regular class with resource assistanceThe student is placed in a regular class for most or all of the day andreceives specialized instruction, individually or in a small group, withinthe regular classroom from a qualified special education teacher.


• A regular class with withdrawal assistanceThe student is placed in a regular class and receives instruction outsidethe classroom, for less than 50 per cent of the school day, from a qualifiedspecial education teacher.

• A special education class with partial integrationThe student is placed by the IPRC in a special education class in whichthe student-teacher ratio conforms to Regulation 298, section 31, for atleast 50 per cent of the school day, but is integrated with a regular classfor at least one instructional period daily.

• A special education class full-timeThe student is placed by the IPRC in a special education class, where thestudent-teacher ratio conforms to Regulation 298, section 31, for the entireschool day.

Relevant assessment dataInformation provided in this section of the IEP should be directly related tothe reasons that give rise to the need for a special education program andservices for the student. Possible sources of assessment data include educa-tional assessments, medical/health assessments (vision, hearing, physical,neurological), speech/language assessments, occupational/physical therapyassessments, behavioural/psychiatric assessments, and psychological assess-ments. The date, source, and results or recommendations of each relevantassessment report must be recorded in the IEP.

What to include: What not to include:

• reports that support the identification of the student’sexceptionality

• a brief summary statement ofeach report’s findings

• medical diagnoses that supportthe identification of the student’sexceptionality

• if desired, current achievementand grade-equivalent scores

• every report in the student’s files

• numerical scores or percentiles,such as IQ scores

• medical diagnoses that do notrelate to the identification of thestudent’s exceptionality

• personal/family information

• achievement or grade-equivalentscores that are not current


For the summary statement of each report’s findings, a comment such as“See the OSR” is not adequate. The IEP itself should reflect the connectionbetween the relevant assessment data and the student’s learning strengths andneeds. Examples of appropriate summary statements include the following:

• “Report provides a diagnosis of learning disabilities.”

• “Report affirms average cognitive functioning.”

• “Information indicates a mild to moderate hearing loss.”

• “Report finds significant area of need in expressive language skills.”

• “Report provides a diagnosis of oppositional defiant disorder.”

Indicate the Student’s Areas of Strength and Areas of Need on the IEPFor students who have been identified as exceptional by an IPRC, the areasof strength and areas of need recorded in the IEP must be consistent withthe description of strengths and needs contained in the IPRC statement ofdecision. Assessment data also provide information about the student’slearning strengths and needs.

When describing the student’s areas of strength, it is appropriate to includeinformation such as the following:

• the student’s preferred learning styles/modalities (e.g., visual/auditory/kinesthetic learner)

• previously acquired learning skills (e.g., organizational skills; time-management skills)

• strengths in areas such as cognitive processing and communication (e.g., expressive language – speaking)

In some cases, it may be appropriate to include information relating to thestudent’s personal characteristics, hobbies or interests, and non-academicaccomplishments, but such information is insufficient on its own.

The description of the student’s areas of need should make evident the rea-sons that the student requires a special education program and/or services.When indicating the student’s areas of need, it is appropriate to includeinformation such as the following:

• broad cognitive and/or processing challenges (e.g., in the area of visualmemory)

• skill deficits that relate to the student’s exceptionality and/or interferewith his or her ability to learn (e.g., in areas such as social skills, attention,emotional control, expressive language – writing)


• services required for health needsthat must be addressed on ascheduled basis in order for astudent to attend school (e.g.,suctioning, injections, tube feed-ing, personal care – lifting, toilet-ting, feeding)

• emergency plans (such as thosefor anaphylactic reactions)*

• a description of the medical condition that makes specializedhealth support services necessary*

• information on the distributionof oral medication

It is not appropriate to include information about what the student needs orwhat the student needs to do, such as the following:

• the need for a type or level of human support (e.g., “the student needs ateacher’s assistant” or “the student needs one-to-one assistance”)

• the need for a specific program or service (e.g., “the student needs speechtherapy”)

• the need for improvement in a particular subject (e.g., “the student needsto improve his or her math skills”)

For most exceptionalities, the areas of need do not change significantly over time.

Health support services in the school settingHealth support services are services related to health needs that must beaddressed on a scheduled basis in order to enable a student to attend school.These services are provided by individuals who are specifically assigned toadminister the required procedures.

Health Support Services

What to include: What not to include:

* Note: The IEP Standards document indicates that “any medical conditions affecting the stu-dent’s ability to attend school or to learn must be listed” in the IEP. The current position is thatthe name of the medical condition is not relevant to programming and should not be listed. It isimperative, of course, that information about medical conditions requiring emergency responseprocedures be shared in communication and preparedness processes implemented by the schoolprincipal in connection with students who have health concerns.

25

Classify Subjects or Courses and Alternative Program AreasIn planning a student’s special education program, the IEP team must considera range of options to determine the ones that will best meet the student’s needs,from the provision of accommodations alone to the development of alternativeprograms. In the following pages, the various options are described and theinformation to be recorded in the student’s IEP in each case is outlined.

It is helpful, for purposes of planning and IEP development, to classify thesubjects or courses and alternative programs in which the student willreceive instruction according to the following categories, as appropriate tothe student’s individual requirements:

• No accommodations or modifications

• Accommodated only

• Modified

• Alternative

It is essential that the teacher(s) responsible for direct instruction to the student be the primary decision-maker(s) in the process of determining thestudent’s programming needs and classifying the relevant subjects, courses,and programs accordingly.

“Accommodated only”The term accommodations is used to refer to the special teaching and assess-ment strategies, human supports, and/or individualized equipment requiredto enable a student to learn and to demonstrate learning. Accommodationsdo not alter the provincial curriculum expectations for the grade.

Accommodated only (AC) is the term used on the IEP form to identify sub-jects or courses from the Ontario curriculum in which the student requiresaccommodations alone in order to work towards achieving the regular gradeexpectations.

“Modified”Modifications are changes made in the age-appropriate grade-level expecta-tions for a subject or course in order to meet a student’s learning needs.These changes may involve developing expectations that reflect knowledge

PHASE 3: DEVELOP THE IEP AS IT RELATES TO THE STUDENT’S SPECIAL EDUCATION PROGRAMAND SERVICES


6(6)(b), requires the principal,

in developing the individual

education plan, to take into

consideration any recommen-

dations made by the committee

(IPRC) or the Special Education

Tribunal, as the case may be,

regarding special education

programs or services.


and skills required in the curriculum for a different grade level and/orincreasing or decreasing the number and/or complexity of the regular grade-level curriculum expectations.

Modified (MOD) is the term used on the IEP form to identify subjects orcourses from the Ontario curriculum in which the student requires modifiedexpectations – expectations that differ in some way from the regular gradeexpectations. Generally, in language and mathematics, modifications involvewriting expectations based on the knowledge and skills outlined in curricu-lum expectations for a different grade level. In other subjects, including sci-ence and technology, social studies, history, geography, and health andphysical education, and in most secondary school courses, modificationstypically involve changing the number and/or complexity of the regulargrade-level expectations.

The student may also require certain accommodations to help him or herachieve the learning expectations in subjects or courses with modifiedexpectations.

“Alternative”Alternative expectations are developed to help students acquire knowledgeand skills that are not represented in the Ontario curriculum. Because theyare not part of a subject or course outlined in the provincial curriculumdocuments, alternative expectations are considered to constitute alternativeprograms or alternative courses (secondary school courses).

Examples of alternative programs include: speech remediation, social skills,orientation/mobility training, and personal care programs. For the vastmajority of students, these programs would be given in addition to modifiedor regular grade-level expectations from the Ontario curriculum. Alternativeprograms are provided in both the elementary and the secondary schoolpanels.

Alternative courses, at the secondary school level, are non-credit courses.The course expectations in an alternative course are individualized for thestudent and generally focus on preparing the student for daily living. Schoolboards must use the “K” course codes and titles found in the ministry’sCommon Course Code listings (at www.edu.gov.on.ca/eng/general/list/commoncc/ccc.html) to identify alternative courses. Examples of alternativecourses include Transit Training and Community Exploration (KCC), CulinarySkills (KHI), and Money Management and Personal Banking (KBB).

Alternative (ALT) is the term used to identify alternative programs and alter-native courses on the IEP form.

27P h a s e 3 : D e v e l o p t h e I E P a s I t R e l a t e s t o t h e S t u d e n t ’ s S p e c i a l E d u c a t i o n P r o g r a m a n d S e r v i c e s

Classifying programs for gifted studentsClassification of the programming provided for students identified as giftedcan be more complicated for school boards. Generally the programs can bedescribed in one of the following two ways.

1. Subjects or courses with modified expectationsIn some cases, the gifted student may be working on learning expectationsfrom a different grade level. This may occur in language and mathematics.In other subjects, such as social studies, history, geography, and science andtechnology, and in most secondary school courses, the number and/or thecomplexity of the learning expectations may be increased. With this type ofprogramming, the affected subjects or courses would be identified in the IEPas subjects or courses with modified expectations.

2. Alternative programsAnother way to organize gifted programming is to group specific skillstogether in an alternative program (or programs). Programs may be plannedin such areas as critical thinking, problem solving, inquiry/research, andinter- and intrapersonal skills.

It is important to note that if a student is identified solely as gifted, accom-modations are not generally required. If the student has difficulty participat-ing in the curriculum because of another exceptionality or a need in an areaunrelated to giftedness, then the required accommodations must be noted inthe student’s IEP.

Recording classified subjects and courses in the IEPAll subjects or courses in which the student requires accommodationsand/or modified expectations and all alternative programs must be listed inthe IEP. Each should be identified as Accommodated only (AC), Modified(MOD), or Alternative (ALT). A subject or course in which the studentrequires neither accommodations nor modified expectations is not includedin the IEP.

Record Decisions About Program Exemptions, Course Substitutions, and Eligibility for a Diploma or a CertificateDecisions relating to program exemptions (elementary) and course substitu-tions (secondary) are to be recorded in the IEP. The educational rationale forsuch decisions must be stated. In IEPs for secondary students, an indicationof whether the student is working towards a secondary school diploma, asecondary school certificate, or a certificate of accomplishment is required.


Determine AccommodationsAccommodations include special teaching and assessment strategies, humansupports, and/or individualized equipment that help the student learn anddemonstrate learning. Accommodations described in the IEP should includeonly those strategies and supports that differ from what is normally pro-vided during classroom instruction. All accommodations documented in theIEP must be made readily available to the student.

Students who require accommodations may have subjects or courses classi-fied as “Accommodated only”, “Modified”, and/or “Alternative”. It is quitepossible that the student will require the same accommodations in many orall of his or her subjects or courses.

For the sake of clarity, the accommodations that the student requires in con-nection with instruction, assessment, and functioning in the physical envi-ronment should be identified and listed separately, as follows:

• Instructional accommodations – adjustments in teaching strategies requiredto enable the student to learn and to progress through the curriculum

• Environmental accommodations – changes or supports in the physical envi-ronment of the classroom and/or the school

• Assessment accommodations – adjustments in assessment activities andmethods required to enable the student to demonstrate learning

It is important to make the above distinctions, and to record all necessaryaccommodations accurately in the IEP, to ensure that students will be eligi-ble to receive the permitted accommodations during provincial assessments.(Assessment accommodations should be consistent with the accommodationspermitted by the Education Quality and Accountability Office [EQAO].)

Examples of accommodations are listed in Figure 3. (Note that the sameaccommodation may appear in more than one list.) A variety of teachingstrategies and assessment accommodations are also listed in the IEP Stan-dards document and in the Special Education Companion of the Ministry ofEducation’s Ontario Curriculum Unit Planner (CD-ROM, 2002; also availableat www.ocup.org). In addition to established accommodations, new strate-gies and assistive devices are constantly emerging as teaching practice isenhanced through new research and technological innovations.

Any individualized equipment required by the student must be identified inthe IEP. Individualized equipment includes any type or item of equipmentor any electronic product or system, whether commercially produced,adapted, or custom-made, that the student needs. Individualized equipmentis intended to maintain, increase, or improve the student’s ability to learnand demonstrate learning. (The equipment identified in the IEP should notbe limited to the equipment for which boards received additional fundingthrough the Intensive Support Amount [ISA] Level 1.)


Figure 3: Examples of Accommodations

Instructional Accommodations

• Buddy/peer tutoring

• Note-taking assistance

• Duplicated notes

• Contracts

• Reinforcement incentives

• High structure

• Partnering

• Ability grouping

• Augmentative and alternativecommunications systems

• Assistive technology, such astext-to-speech software

• Graphic organizers

• Non-verbal signals

• Organization coaching

• Time-management aids

• Mind maps

• More frequent breaks

• Concrete/hands-on materials

• Manipulatives

• Tactile tracing strategies

• Gesture cues

• Dramatizing information

• Visual cueing

• Large-size font

• Tracking sheets

• Colour cues

• Reduced/uncluttered format

• Computer options

• Spatially cued formats

• Repetition of information

• Rewording rephrasing of information

• Extra time for processing

• Word-retrieval prompts

• Taped texts

Environmental Accommodations

• Alternative work space

• Strategic seating

• Proximity to instructor

• Reduction of audio/visual stimuli

• Study carrel

• Minimizing of background noise

• Quiet setting

• Use of headphones

• Special lighting

• Assistive devices or adaptiveequipment

Assessment Accommodations

• Extended time limits

• Verbatim scribing

• Oral responses, including audiotapes

• Alternative settings

• More frequent breaks

• Assistive devices or adaptiveequipment

• Prompts to return student’sattention to task

• Augmentative and alternativecommunications systems

• Assistive technology, such asspeech-to-text software

• Large-size font

• Colour cues

• Reduced/uncluttered format

• Computer options

• Extra time for processing

• Reduction in the number oftasks used to assess a concept or skill

Note: A typical IEP would not include all of the accommodations listed above. Only the accommodations thatare specifically required by the individual student should be listed in his or her IEP.


Record Subjects or Courses With Accommodations Only in the IEPIn a subject or course classified as “Accommodated only”, the accommoda-tions enable the student to acquire the knowledge and skills outlined in theregular grade-level or course expectations and to demonstrate his or herlearning independently. The provision of accommodations in no way altersthe curriculum expectations for the grade level or course. The accommoda-tions, which are likely to apply to all of the student’s subjects or courses,should be described in the designated section of the IEP form. (Because thestudent is working on regular grade-level or course curriculum expectations,without modifications, there is no need to include information on currentlevel of achievement, annual program goals, or learning expectations, as isnecessary in connection with subjects or courses with modified expectationsor alternative programs.)

Plan and Document Subjects or Courses With Modified ExpectationsFor each subject or course in which the student requires modified expecta-tions, the following information must be included in the IEP:

• current level of achievement

• annual program goal(s)

• learning expectations

It is also recommended that, for each learning expectation, the IEP indicate:

• the corresponding teaching strategy, if individualized for the student andparticular to that expectation (see p. 38);

• the corresponding assessment method.

ELEMENTARY SCHOOL SUBJECTS

Current level of achievementFor the student’s current level of achievement in an elementary school sub-ject, the mark or letter grade for that subject from the most recent ProvincialReport Card (typically from the previous school year) must be recorded,and the grade level of the modified expectations on which the evaluationwas based must be identified. If the modified expectations were based onthe regular grade curriculum, with changes to the number and/or complexityof the expectations, the notation “MOD”, for modified expectations, is addedafter the grade.

The following example shows how current levels of achievement would berecorded for a Grade 4 student who requires modified expectations in threesubjects – English, core French, and science and technology. The informa-tion is taken from the student’s most recent Provincial Report Card, theGrade 3 report card issued the previous June. (Note: For a subject that the


student is studying for the first time, such as French as a second language –core French – in Grade 4, “not applicable” [N/A] should be entered in theIEP for current level of achievement.)

Subject: English

Current Level of Achievement:Letter grade/ Mark: C+Curriculum grade level: 2

Subject: Core French

Current Level of Achievement: N/A

Subject: Science and Technology

Current Level of Achievement:Letter grade/Mark: BCurriculum grade level: 3 (MOD)

The current level of achievement is recorded on the IEP as the starting pointof the IEP development phase and remains unchanged for the duration of theIEP – that is, to the end of the school year.

Annual program goal(s)An annual program goal is a statement that describes what a student canreasonably be expected to accomplish by the end of the school year in a particular subject, taking into account the student’s strengths, needs, andcurrent level of achievement. It represents a reasonable target, not a rigidrequirement. Annual program goals may need to be revised as the teacherdevelops a better understanding of the student’s learning processes and/or as the student’s rate of acquisition of knowledge and skills changes.

Annual program goals for mathematics and language should be expressed asobservable, measurable outcomes. For example:

• “In mathematics, [the student] will complete half of the Grade 3 expecta-tions in each of the five strands.”

• “In reading, [the student] will improve decoding and comprehension skillsto the Grade 4 level, as measured by an informal reading inventory.”

Annual program goals for other subjects can be expressed in terms ofobservable achievement in the development of thinking skills such as mem-ory, inquiry, analysis, integration, application, and so on. For example:

• “In science, [the student] will demonstrate improvement in her ability torecall and communicate basic concepts, her inquiry skills, and her abilityto relate science to the world outside the school.”

• “In social studies, [the student] will demonstrate improvement in his abil-ity to recall and communicate basic concepts, his research skills, his skillsin using maps and globes, and his ability to make connections betweensocial studies and the world outside the classroom.”


Learning expectationsModified learning expectations will be developed to indicate, by reportingperiod, the specific knowledge and/or skills the student is expected todemonstrate independently, given the provision of appropriate assessmentaccommodations. All learning expectations must be stated as measurableoutcomes for the purposes of evaluation. They should be expressed in such away that the student and parents can understand exactly what the student isexpected to know or to be able to do, on the basis of which his or her per-formance will be evaluated and a grade or mark recorded on the ProvincialReport Card. In developing modified expectations for a student, the teachershould take care to provide an appropriate challenge for the student. Theexpectations should be designed to develop the student’s literacy, numeracy,and cognitive skills, and should be achievable by the student, with reason-able effort, during the reporting period. The grade level of the learningexpectations must be identified in the IEP.

The following are examples of acceptably worded modified expectations rep-resenting knowledge and skills from a different grade level:

• “[The student] will demonstrate the ability to recall addition and subtrac-tion facts to 18. (Grade 3 expectation)”

• “[The student] will determine a line of symmetry of a two-dimensionalshape by using paper folding and reflections. (Grade 2 expectation)”

• “[The student] will decode 50 new sight words at the mid-Grade 1 level.(Grade 1 expectation)”

In some cases, the student’s program in a particular subject may compriseonly a small subset of the regular grade expectations, revised to reduce thelevel of complexity. For example, a teacher might list the following socialstudies expectations, modified from the Grade 4 curriculum on MedievalTimes, as appropriate for evaluating the achievement of a particular student.

• “[The student] will:– name four types of people who lived in medieval times;– construct a medieval castle and demonstrate, through an oral presenta-

tion, two methods that were used to defend a castle;– compare a medieval community to [the student’s] own community

with respect to housing and dress.

(Social Studies, Grade 4 – Modified expectations)”

When a student is expected to achieve most of the subject expectations atthe regular grade level without modifications, this should be stated and theexpectations that are modified should be listed. The modified expectations


should contain an indication of how they differ from the expectations asthey appear in the ministry’s curriculum policy documents. For example:

• “[The student] will demonstrate achievement of all of the expectations forGrade 8 history as given in the curriculum document, except for the fol-lowing, which have been modified:

– identify the colonies that joined Confederation [dates of entry notrequired];

– describe orally, using a series of maps, the changes in Canada’s bound-aries from 1867 to 1949 [rather than ‘analyse, synthesize, and evaluatehistorical information’].

(History, Grade 8 – Modified expectations)”

By the end of the IEP development phase (i.e., the first 30 school days follow-ing the date of placement), the student’s learning expectations for the firstreporting period, at a minimum, must be recorded in the IEP. Subsequentlearning expectations to be assessed and evaluated must be added at thebeginning of each reporting period.

SECONDARY SCHOOL COURSES

For most secondary school courses, modified expectations will be based onthe regular curriculum expectations for the course but will reflect changes tothe number and/or complexity of the expectations.

Current level of achievementFor each course with modified expectations, the student’s current level ofachievement is indicated in the IEP by his or her mark in the prerequisitecourse. For clarity, the name of the prerequisite course and the course typeshould be provided along with the student’s grade. If the modifications inthat course involved changes to the number and/or complexity of the regularcourse curriculum expectations, the notation “MOD”, for “modified expecta-tions”, should be added after the course information.

The following example shows how current levels of achievement would berecorded for a student enrolled in Grade 11 courses in which modifiedexpectations are required. (Note: For a student’s first course in a subjectarea, such as Introduction to Business, Grade 9, or for a course that has noprerequisite, “not applicable” [N/A] should be entered in the IEP for currentlevel of achievement.)

Course: Mathematics of Personal Finance, Grade 11, College Preparation

Current Level of Achievement:Prerequisite Course: Foundations of Mathematics, Grade 10, Applied (MOD)Mark: 64%


Course: Biology, Grade 11, College Preparation

Current Level of Achievement:Prerequisite Course: Science, Grade 10, Applied (MOD)Mark: 71%

Course: Parenting, Grade 11, Open

Current Level of Achievement:Prerequisite Course: NoneMark: N/A

The student’s current level of achievement is recorded on the IEP as thestarting point of the IEP development phase and remains unchanged for theduration of the IEP – that is, to the end of the school year, or the end of thesemester in semestered secondary schools.

Annual program goal(s)An annual program goal is a statement that describes what a student canreasonably be expected to accomplish by the end of a particular course.

When the student is taking a secondary school course drawn from anOntario curriculum policy document but with some modified expectations,the annual program goal(s) can be developed from the overall expectationsor from the broad aims of the course outlined in the course description. For example:

• “In science, [the student] will demonstrate improved understanding ofbasic concepts in biology, chemistry, earth and space science, andphysics; improved skills in scientific investigation; and an ability to applyhis knowledge of science to everyday situations. (Science, Grade 9,Applied)”

• “In geography, [the student] will demonstrate understanding of the uniquecharacteristics of selected world regions from a geographic perspective, aswell as understanding and appreciation of the ways in which the naturalenvironments, economies, cultures, and other aspects of world regionsinteract. (Regional Geography: Travel and Tourism, Grade 11, Open)”

For courses in which the student requires significantly modified expecta-tions, the annual program goal should describe what the student can reason-ably be expected to accomplish by the end of the course. It represents areasonable target, not a rigid requirement. An annual program goal mayneed to be revised as the teacher develops a better understanding of the stu-dent’s learning processes and/or as the student’s rate of acquisition ofknowledge and skills changes.


Annual program goals for mathematics and English courses should beexpressed as observable, measurable outcomes. For example:

• “In mathematics, [the student] will add and subtract one- and two-digitwhole numbers and explain basic operations of whole numbers by model-ling and discussing problem situations. (Numeracy and Numbers, KMM)”

• “In reading, [the student] will improve decoding and comprehension skillsto the Grade 4 level as measured by an informal reading inventory. (Lan-guage and Communication Development, KEN)”

Annual program goals for other courses can be expressed in terms of observ-able achievement in the development of thinking skills such as memory,inquiry, analysis, integration, application, and so on. For example:

• “In science, [the student] will demonstrate improvement in her ability torecall and communicate basic concepts, her inquiry skills, and her abilityto relate science to the world outside the school. (Science, Grade 10,Applied – Modified)”

• “In art, [the student] will demonstrate improvement in his understandingof concepts and further develop his analytical, performance, creative, andcommunication skills. (Creative Arts for Enjoyment and Expression, KAL)”

Learning expectationsFor secondary school courses, it is important to monitor, and to reflectclearly in the IEP, the extent to which expectations have been modified. Asnoted in Section 7.12 of the ministry’s policy document Ontario SecondarySchools, Grades 9 to 12: Program and Diploma Requirements, 1999, the princi-pal will determine whether achievement of the modified expectations consti-tutes successful completion of the course, and will decide whether thestudent is eligible to receive a credit for the course. This decision must becommunicated to the parents and the student.

When a student is expected to achieve most of the curriculum expectationsfor the course, the modified expectations should identify how they differfrom the course expectations. For example:

• “[The student] will demonstrate achievement of all of the Science expecta-tions relating to the topics Chemical Reactions and Weather Systems asgiven in the curriculum document, with the following changes:– classify substances as acids, bases, or salts based on names and formu-

lae [characteristic properties not required];– outline experimental procedures to answer questions about acid-base

neutralization reactions [formulation of questions not required];– [omit expectation – ‘describe and explain the effects of heat transfer

within the hydrosphere and atmosphere on the development, severity,and movement of weather systems;’]

– list a variety of economic activities in Canada that are affected byweather [rather than ‘assess the impact of weather on a variety of ...’].

(Science, Grade 10, Applied – Modified expectations)”


• “[The student] will complete all of the curriculum expectations in Cana-dian History in the Twentieth Century as given in the curriculum docu-ment, with the following changes:

– describe [rather than ‘compare’] Canada’s military contributions inWorld War I and World War II;

– explain how and why the federal government has tried to promote acommon Canadian identity through various agencies [‘assessing theeffectiveness of these efforts’ is not required];

– assess the impact of social changes [rather than ‘demographic andsocial changes’] on Aboriginal communities;

– demonstrate an understanding of [rather than ‘evaluate’] the role of thelabour movement in Canadian society.

(Canadian History in the Twentieth Century, Grade 10, Applied – Modified expectations)”

Because changes as limited as those listed above do not have a significantimpact on the overall expectations for the course, the principal would likelymaintain the credit-bearing status of the course, provided the student suc-cessfully acquired the knowledge and skills identified in the other specificexpectations listed in the curriculum, as well as in those identified as modified.

When modifications are so extensive that achievement of the learning expec-tations is not likely to result in a credit, the expectations should specify theprecise requirements or tasks on which the student’s performance will beevaluated and which will be used to generate the course mark recorded onthe Provincial Report Card. For example:

• “In science, [the student] will:– describe three different chemical reactions, identifying the reactants

and products;– demonstrate the use of the pH scale (pH paper) to determine the acid-

ity or basicity of five common household substances;– name the four regions of the atmosphere;– prepare and deliver a presentation, with visual aids, on the water cycle;– collect data on precipitation and temperature and communicate results

in graphic format.

(Science, Grade 10, Applied – Modified expectations)”

• “In Canadian History in the Twentieth Century, [the student] will:– identify a Canadian flag, an Ontario flag, and a Mountie;– identify three major groups that have immigrated to Canada from 1900

to the present;– describe orally, and use a visual display to illustrate, technological

developments that have changed lifestyles during the twentieth century;– create a booklet on the contributions of one twentieth-century Cana-

dian prime minister.(Canadian History in the Twentieth Century, Grade 10, Applied – Modified expectations)”


The above list of expectations represents all of the learning expectations forthe course for one reporting period. As the list does not encompass the over-all expectations and represents only a small subsection of the regular expec-tations for the courses, it is not expected that the principal would grant acredit for this course.

Plan and Document Alternative Programs or CoursesFor each alternative program and alternative course, the following informa-tion is required:

• current level of achievement

• annual program goal

• learning expectations

It is also recommended that, for each learning expectation, the IEP indicate:

• the corresponding teaching strategy, if individualized for the student andparticular to that expectation (see p. 38);

• the corresponding assessment method.

A student’s current level of achievement in an alternative program or courseshould be indicated in a description taken from the latest alternative reportcard. (A grade level or mark is not necessary or advisable.) For example:

• “In social skills, [the student] is able to employ ‘Stop, Think, Do’, or asimilar technique, at a rate of 2 out of 10 possible situations.”

• “In personal care, [the student] is able to locate his lunch in the classroomcupboard.”

The annual program goal is a statement that describes what a student canreasonably be expected to accomplish by the end of the school year in a particular alternative program or course. Annual program goals need to beexpressed as observable, measurable outcomes. For example:

• “In social skills, [the student] will employ ‘Stop, Think, Do’, or a similartechnique at a rate of 7 out of 10 possible situations.”

• “In personal care, [the student] will be able to retrieve and arrange food,eat lunch, and clean up the lunch area.”

The learning expectations for an alternative program or course indicate, byreporting period, the knowledge and/or skills the student is expected todemonstrate and have assessed. They should describe specific skills that thestudent can demonstrate independently, given the provision of appropriateassessment accommodations. For example:

• “In social skills, [the student] will demonstrate, through role-playing, the‘Stop, Think, Do’ technique and employ it or a similar technique at a rateof 4 out of 10 possible situations.”


• “In personal care, [the student] will retrieve and open his lunch bag andarrange his food independently, with a maximum of 3 verbal prompts.”

• “In orientation and mobility training, [the student] will move independ-ently from the classroom to the school office during high traffic times.”

Determine Teaching Strategies and Assessment Methods

Teaching strategiesTeaching strategies support the student in achieving his or her learningexpectations. A list of all the individualized teaching strategies used with thestudent would be recorded in the Instructional Accommodations section ofthe IEP form (see Appendix A). If there is a teaching strategy that relates to a particular expectation, and it differs from the strategies used with otherstudents, it should be recorded alongside the learning expectation in the IEP.It is possible that some learning expectations do not require different teachingstrategies from those regularly used in the classroom. Where that is the case,a strategy need not be identified. Examples of individualized teaching strate-gies include the following:

• provide a mnemonic device to support the student’s recall of information

• confer with the student to assist with the organization of a project

• provide organizers of reading content in advance

Assessment methodsStudent achievement of expectations in a subject, course, or alternative program should be monitored and assessed continuously, using a range ofmethods and techniques and incorporating the assessment accommodationsalready identified in the IEP. The assessment method that will be used toassess the student learning outlined in each learning expectation is recordedin the IEP. For example:

• For the learning expectation “Describe the basic structure and function ofthe major organs in one of the organ systems”, the assessment methodcould be: “Short oral presentation with visual aid”.

Plan For and Document Required Human ResourcesThe IEP should contain a record of direct instruction and/or consultation tobe provided by special education teachers, as well as support services to beprovided by teacher’s assistants or services to be provided in the areas ofspeech pathology, audiology, physical and occupational therapy, recreation,counselling, social work, and medical support. The information recordedmust include the type of service to be provided, the date on which provisionof the service is to start, the planned frequency or intensity of the service,and the location in which the service is to be provided. Although consulta-tive support provided to classroom teachers by board staff is more difficult


to quantify, the type of service and its minimum frequency must be identi-fied. It is not necessary to list the regular classroom teacher in the humanresources section of an IEP.

Types of support services provided by non-board staff should be noted on theIEP, but the recording of specific information, such as frequency and inten-sity, is not necessary.

Examples of how information about human resource services should berecorded in an IEP include the following:

• Youth Counsellor, 30 minutes, one day a week, conference room

• Special Education Teacher, 40 minutes, 4 to 5 days a week, resource room

• Teacher’s Assistant, 30 minutes, daily, playground

• Teacher’s Assistant, 300 minutes daily of support shared with other stu-dents, classroom

• Teacher’s Assistant, approximately 1 hour per day for personal care, in avariety of settings, as required

• Special Education Teacher, consultation with classroom teacher(s), mini-mum once per term

When the human resource section of the IEP is being developed, the IPRC’sstatement of decision should be reviewed to ensure that any recommenda-tions the committee made about special education services are taken intoconsideration by the school principal.

Record Information About Evaluation and ReportingStudent progress must be evaluated at least once in every reporting period(see p. 46). Three reports are required in elementary and non-semesteredsecondary schools, and the reporting dates must be recorded in the IEP. AsIEPs are generally developed in each semester in a semestered secondaryschool, two reports are required and the corresponding dates must berecorded. In addition to the reporting dates, the IEP must indicate the format(s) – that is, the Provincial Report Card and, in some cases, an alterna-tive report as well – that will be used to communicate student learning toparents.

In a very few cases, where none of the student’s expectations are based onsubjects or courses from the Ontario curriculum, an alternative report maybe the only report format used.

Record Information About Provincial AssessmentsIt is most helpful to parents if the IEP indicates whether the student isscheduled to participate in a provincial assessment during the current schoolyear. Assessment accommodations for provincial assessments are identifiedin the IEP. They must be consistent with the accommodations that are nec-essary for regular classroom assessment practices, as indicated in the IEP,


and must be permitted by the Education Quality and Accountability Office(EQAO). Possible accommodations include adjustments in scheduling,changes in setting, the use of assistive devices, and adjustments to the pres-entation and response formats used in the tests. Information on permittedaccommodations can be found in the following EQAO documents: Guide forAccommodations, Special Provisions, Deferrals, and Exemptions (OSSLT); Stepsand Teacher’s Scripts (Grade 9 Assessment of Mathematics); and AdministrationGuide for Teachers and Principals (Grade 3 and 6 Assessments of Reading, Writ-ing, and Mathematics). The wording used in the IEP to describe accommoda-tions for provincial assessments should be consistent with the wording usedin the EQAO documents.

In rare cases, a student may require an exemption from a provincial assess-ment. An exemption may be considered by the principal if, even given thefull range of permitted accommodations, the student would not be able toprovide evidence of learning under the circumstances of the assessment.The IEP must indicate that an exemption is planned for part or all of a par-ticular provincial assessment, and must include an explanatory statementthat outlines the reasons for the decision, quoting exemption criteria fromthe EQAO documents.

Develop a Transition Plan, If RequiredSome exceptional students may experience difficulty in making the transi-tion from secondary school to postsecondary education, work, and/or com-munity living. A detailed and coordinated transition plan, withimplementation beginning well before the anticipated move, will help pre-pare these students and assist them in making a smoother transition.

Regulation 181/98 requires that a transition plan be developed as part of theIEP for exceptional students who are 14 years of age or older, unless theyare identified solely as gifted. Although schools are encouraged to preparetransition plans to assist students with a variety of possible transitions (fromone grade level or course to another, from one school or school board toanother), the transition plan required by the regulation relates to the stu-dent’s transition to postsecondary activities such as work, further education,and community living.

A transition plan must address goals, actions required to meet the goals,names of individuals responsible for the required actions, and timelines.The principal is responsible for ensuring coordination and development ofthe transition plan, but not for all the assigned tasks listed within it. Linkagesto postsecondary institutions, outside agencies, and community partners arerequired to help students gain access to postsecondary options. A transitionplan is expected to be a long-range plan that will be reviewed annually, whena new IEP is developed. Special consideration should be given to planningfor the student’s skill development in areas that will prepare him or her forentry into, and participation in, planned postsecondary endeavours.


tion 6(4), requires that, where

the pupil is 14 years of age or

older, the individual education

plan must also include a plan

for transition to appropriate

postsecondary school activities,

such as work, further education,

and community living. Subsec-

tion 6(5) states that subsection

6(4) does not apply in respect

of a pupil identified as excep-

tional solely on the basis of

giftedness.


tion 6(7), requires the principal,

in developing a transition plan,

to consult with such community

agencies and postsecondary

educational institutions as he or

she considers appropriate.


Transition planning can involve school board officials, principals, teachers,students and their families, health care workers, community workers, andothers who support the student before and after he or she leaves school.

For the student and the student’s family and personal support network, thetransition plan:

• identifies goals for work, further education, and community living that:– reflect actual opportunities and resources that are likely to be available

after the student leaves school;– are achievable by the student, given appropriate supports;

• defines the actions that are necessary year by year to help the studentachieve his or her goals;

• clarifies the roles and responsibilities of the student, family, and others incarrying out these actions.

The student’s goals should be consistent with his or her areas of strengthand need and should be coordinated with the student’s annual educationplan (AEP). Transition plans must identify the steps needed to attain the stu-dent’s goals from the present until the anticipated time of leaving school.Timely application to wait-listed programs and services is a key action forsome students. Other possible actions might include planning for access tosupport services and equipment, exploring work placements, investigatingfuture financial support, and/or developing specific skills, such as skills inthe independent use of assistive technology, self-advocacy skills, or employ-ability skills.

Detailed information on transition planning can be found in the Ministry ofEducation’s document Transition Planning: A Resource Guide, 2002. This doc-ument outlines the roles and responsibilities of school boards, principals,and transition-planning team members, describes the planning process, andprovides a number of sample transition plans. This resource is available onthe ministry’s website at www.edu.gov.on.ca

Record Information About the IEP Development PhaseThe following information about the development process should beincluded in the IEP:

IEP development teamEach member of the school and school board staff involved in the develop-ment of the IEP must be identified in the IEP. Each person’s name and posi-tion should be listed.

Sources consulted in developmentA list of information sources used in developing and updating the student’sIEP must be provided. Information sources are more fully discussed in thesection “Phase 1: Gather Information” of this document.


Parent/student consultationA form documenting all consultations with parents and the student, if thestudent is 16 years of age or older, that occur during the IEP developmentphase must be prepared and attached to the student’s IEP. (A section of theIEP form itself may also be used for this purpose.) The date and the outcomeof each consultation must be recorded. (See also p. 43.)

Completion date of the IEP development phaseRegulation 181/98 requires that the IEP be completed within 30 school daysof the student’s placement in a special education program. “Placement” willbe taken to mean one of the following:

• the first day of a student’s attendance in the new special education pro-gram specified in the IPRC’s statement of decision

• the first day of the new school year or semester in which the student iscontinuing in a placement subsequent to its confirmation by the annualIPRC review

• the first day of the student’s enrolment in a special education programthat he or she begins in mid-year or mid-semester as the result of achange of placement

The thirty-day requirement for completion of an IEP applies to the IEPs ofall students, including those who have not been formally identified as excep-tional but who receive a special education program and/or services.

Both the date on which the student begins his or her placement in a specialeducation program and the completion date of the IEP development phasemust be recorded on the IEP.

In a semestered secondary school, a new IEP should be developed at thebeginning of the second semester if the student is continuing in the place-ment. In such cases, the IEP must be completed within 30 school days of thefirst day of the second semester.

Principal’s approvalThe school principal is legally responsible to ensure that, within 30 schooldays after placement of the student in a program, an appropriate IEP is com-pleted and a copy sent to the parent and the student, if the student is 16 yearsof age or older. The principal must sign the IEP to indicate that the plan:

• has been developed according to ministry standards;

• is based on the student’s learning strengths and needs;

• takes into account any recommendations about special education pro-grams and services made by the IPRC;

• lists accommodations that will be available to the student;


• provides for learning expectations to be assessed and student progress tobe reported to parents every term;

• provides for learning expectations to be reviewed by the appropriate educator at least once in every reporting period.

Parent/student responseThe parent and the student, if the student is 16 years of age or older, must beasked to sign the IEP and the Parent/Student Consultation form (or section)and to indicate whether:

• they were consulted in the development of the IEP;

• they declined the opportunity to be consulted;

• they have received a copy of the IEP;

• any comments they provided during the development of the IEP arenoted in the Parent/Student Consultation form or section of the IEP.


Share the Completed IEP With the Student, Parents, School Staff, and Other ProfessionalsOnce the IEP is developed, the IEP team should ensure that everyoneinvolved with the student is aware of its contents. The team should:

• review various individuals’ responsibilities for implementing and moni-toring the plan;

• ensure that all staff members directly responsible for instruction, as wellas parents and the student, have a copy of the IEP.

Put the IEP Into PracticeThe classroom teacher and support personnel are directly responsible forimplementing the program and services outlined in a student’s IEP. Theirresponsibilities are outlined below.

Classroom TeachersClassroom teachers need to be aware of the instructional, environmental,and assessment accommodations that are recorded in the student’s IEP. Theteacher should not feel restricted to using only the instructional and environ-mental accommodations listed. As the teacher-student relationship develops,the teacher should explore a variety of strategies that could enhance the stu-dent’s ability to learn, and make note of successful strategies in the student’sIEP. Care must be taken, however, to use only the assessment accommoda-tions listed in the IEP. Teachers should consult the lists of permitted accom-modations for provincial assessments when considering assessmentaccommodations. Detailed information on the assessment accommodationsthat are permitted by the EQAO is available at www.eqao.com.

Accommodations do not change the content of the learning expectations, butthey should take into account the student’s preferred learning modality andareas of strength and need, and should provide students with appropriateopportunities to demonstrate their learning. Some accommodations, such asproviding a quiet work space or having a scribe record the student’s verba-tim responses, require advance planning.

As with all students, the classroom teacher must monitor the learning-assessment process of students with IEPs carefully, so that ineffectiveinstructional strategies and accommodations can be discontinued andreplaced with new ones.

When a classroom teacher is responsible for teaching a subject or course in which a student with an IEP is working towards achieving modifiedexpectations, some additional planning is required. The teacher should

PHASE 4: IMPLEMENT THE IEP


tion 6(8), as amended by







parent of the pupil and, where

the pupil is age 16 or older,

the pupil.

45P h a s e 4 : I m p l e m e n t t h e I E P

consider incorporating a number of strategies, such as group instruction,peer coaching, and buddy systems, that can help the student participate inmany classroom activities. When other students are working on individualtasks that are not part of the student’s IEP, the classroom teacher needs tocapitalize on that opportunity to provide the student with direct instructionand/or individualized tasks or assignments designed to help him or her mas-ter the knowledge and skills outlined in the IEP. Classroom teachers areencouraged to promote independence in students by structuring the locationand procedures relating to the individualized tasks and assignments in sucha way that students can practise skills and prepare performance tasks with aminimum of teacher assistance. Planning for direct instruction is essentialand should focus on helping the student acquire the knowledge and skillsrecorded in the IEP before he or she attempts to move on to additional learning.

Support personnelMany alternative programs – for example, in social skills, anger management,personal care, and orientation/mobility training – require the involvement ofsupport personnel. Support personnel may include teacher’s assistants, whoprovide support to classroom teachers by assisting students with learningactivities and providing appropriate accommodations as described in theIEP. Planning and providing individual timetables and location schedulingfor teacher’s assistants and other support staff is a necessary part of theimplementation process.

Continuously Assess the Student’s ProgressAs with all students, assessment for students with an IEP should be ongoingand continuous. Assessment provides information that allows teachers toadjust daily instruction to maintain optimal learning conditions for the stu-dent. As noted above, it is essential to monitor the effectiveness of instruc-tional strategies and accommodations. The use of multiple assessmentstrategies, including direct observation, portfolios, journals, rubrics, tests,projects, and self- and peer assessment, will provide the best understandingof the student’s learning. Students should be encouraged to become respon-sible partners in their own learning. To the extent possible, they should beaware of the annual program goals, learning expectations, and accommoda-tions recorded in their IEP in order to assist the teacher in the assessmentprocess. Students can help identify their own readiness for assessment tasksand can assist with the scheduling of assessments that do not fit easily intoregular class time.


Adjust the IEP as NecessaryOngoing assessment may indicate that the IEP needs to be adjusted. Thismay be done by:

• developing new expectations or revising annual program goals, if learningis proceeding at a faster rate than has been anticipated in the plan;

• breaking expectations into smaller steps or adjusting annual programgoals, if learning is proceeding at a slower rate than has been anticipatedin the plan; and/or

• altering the teaching strategies, individualized equipment, or level ofhuman support.

It should be noted that any changes to the learning expectations for a cur-rent reporting period should be timed so as to allow the student ample timeto prepare for the assessment tasks.

Evaluate the Student’s Learning and Report to Parents

Subjects or courses with accommodations onlyAs noted earlier in a subject or course identified as “Accommodated only,”the provincial curriculum expectations are not altered. Accommodationssimply enable the student to participate in the regular grade-level curricu-lum and demonstrate learning. It is important that the appropriate assess-ment accommodations be readily available to the student. Grades or marksshould be based on the student’s achievement of the grade-appropriate cur-riculum expectations and the descriptions of achievement levels provided inthe curriculum policy documents. Comments must be relevant to the student’sachievement based on the unmodified grade-level or course expectations.

Information on the student’s progress in subjects or courses identified as“accommodated only” must be recorded on the Provincial Report Card. It isnot necessary, nor is it advisable, for the IEP box to be checked or for thestatement regarding modified learning expectations to be included (see theGuide to the Provincial Report Card, Grades 1–8, 1999 or the Guide to theProvincial Report Card, Grades 9–12, 1999 ). The purpose of the report card isto report on the student’s progress in achieving the regular grade-level cur-riculum expectations, not on the student’s use of accommodations.

Subjects or courses with modified expectationsTeachers are required to assess student learning using a variety of assess-ment methods. Planning for assessment of a student’s learning should beincorporated in the development of each modified learning expectation. It isimportant that the student demonstrate learning independently, with theprovision of appropriate assessment accommodations only. Grades or marksfor the achievement of modified expectations should be determined on thebasis of the achievement levels described in the appropriate curriculum policy documents.

47P h a s e 4 : I m p l e m e n t t h e I E P

Information on student progress in each subject or course that has modifiedexpectations must be recorded on the Provincial Report Card. For an elemen-tary student, the IEP box must be checked and the appropriate statement fromthe Guide to the Provincial Report Card, Grades 1–8, 1999 must be inserted.The grade or mark should reflect the level of the student’s achievement ofthe modified learning expectations. For a secondary student, if some of thestudent’s learning expectations for a course are modified but the student isworking towards a credit for the course, it is sufficient simply to check theIEP box. If, however, the student’s learning expectations are modified tosuch an extent that the principal deems that a credit will not be granted forthe course, the IEP box must be checked and the appropriate statement fromthe Provincial Report Card guide must be inserted. For both elementary andsecondary students, it is very important that the teacher’s comments includerelevant information about the student’s demonstrated learning of the modi-fied expectations, as well as about next steps for the student with respect tothe particular subject or course.

Alternative programs and coursesThe student’s achievement of alternative expectations should also be assessedusing a variety of assessment methods, and the student should demonstratelearning independently, with the provision of appropriate assessment accom-modations. It is not required, nor is it advisable, for grades or marks to beassigned for the achievement of alternative expectations. Student progressshould be reported to parents by means of anecdotal comments on an alter-native report. This alternative report should accompany the Provincial ReportCard at the regular reporting times. (Some school boards include a section forreporting on the achievement of alternative expectations in the IEP itself.)The Provincial Report Card must be used to report on the student’s progressin subjects or courses with modified expectations and/or accommodations, ateach of the regular reporting periods. A very small number of students whoare unable to demonstrate even the most basic literacy or numeracy skillsmay receive only an alternative report.


Update the Learning Expectations at the Beginning of Each Reporting PeriodModified and alternative learning expectations described in an IEP must bereviewed, and updated as necessary, at least once in every reporting period.If only the learning expectations for the first reporting period were includedwhen the IEP was developed, the teacher responsible for teaching each sub-ject or course that has modified expectations and for delivering each alterna-tive program must record in the IEP the learning expectations that are to beassessed during the second reporting period. These new expectations mustbe communicated to the student and parents at the start of the secondreporting period. The same process is repeated for the third reporting periodin elementary and non-semestered secondary schools.

Record Ongoing Revisions to the IEPAs noted earlier, the IEP should be viewed as a working document. Adjust-ments to any annual program goals, learning expectations, teaching strategies,individualized equipment, and levels of human support should be noted asthey occur and shared with both the parent and the student. If certain strate-gies cease to be effective, it is imperative that the staff working with the stu-dent seek out and implement new teaching methods and accommodations.

For revisions resulting in significant changes to the student’s learning expec-tations and/or types or level of accommodations, there must be consultationwith the parents and student before the changes are implemented. It is mostimportant for parents to understand the significance of modifying learningexpectations, particularly how modified learning expectations will affect thecredit-bearing status of secondary school courses. The date and outcome ofparent/student consultations must be recorded in the Parent/Student Consul-tation section of the IEP. It is recommended that use of this section bereserved for recording parent-school interactions about matters relating tothe student’s Individual Education Plan. It is not necessary to record othertypes of parent-school interactions in the IEP.

Store the IEP in the Documentation File of the Ontario Student RecordA student’s IEP must be included in his or her Ontario Student Record (OSR).The requirement to store a copy of the student’s IEP in his or her OSRensures that the student’s relevant assessment data and information abouthis or her learning strengths and needs, annual program goals, and learningexpectations, as well as the accommodations used to help the student learn,are immediately available to teachers new to working with the student.

PHASE 5: REVIEW AND UPDATE THE IEP

Regulation 181/98, section 8,

requires the principal to ensure

that the Individual Education

Plan for a pupil is included in the

pupil’s Ontario Student Record,

unless a parent of the pupil has

objected in writing.

49P h a s e 5 : R e v i e w a n d U p d a t e t h e I E P

To ensure that the IEP stored in the OSR is up to date, the working copy ofthe IEP should replace the filed copy at the end of each school year orsemester, or when the student transfers to another school. This will help tokeep all partners informed about the most recent adjustments to the IEP andto ensure continuity in programming for the student.

Plan for the Student’s Transition from Elementary to Secondary School, or for a Transfer to Another SchoolCommunication between the student’s current teacher and the receivingteacher is important in order to provide continuity in programming duringstudent transitions from the elementary to the secondary panel or from oneschool to another. Guidance and special education staff should also beincluded in the discussions.

The following procedures are recommended for the sending and the receiv-ing teachers:

The sending teacherThe sending teacher(s) should:

• ensure that all current and relevant information is in the student’s OSR(updated IEP, most recent report card, and relevant assessment reports);

• share with the receiving teacher information about successful instruc-tional resources and strategies, required accommodations, strategies usedfor managing behaviour, the amount of individual help the studentreceived, and so on. (Note: When sharing information about a student,teachers should be mindful of and comply with the privacy requirementsmentioned on page 13 of this guide.);

• learn as much as possible about the new program (i.e., at the receivingschool) to help prepare the student for the move;

• encourage the student and his or her parents to visit the new setting inadvance and, in the case of transition to a secondary school, to meet withthe special education department head and guidance staff at the second-ary school.

The receiving teacherThe receiving teacher(s) should:

• review the documents in the student’s OSR, particularly the IEP, the mostrecent report card, and the IPRC’s statement of decision (if applicable);

• communicate with the student’s previous teachers and support personnel,gathering information that will help in understanding the student’s areasof strength and need and the program requirements. (Note: When gather-ing information about a student, teachers should be mindful of and com-ply with the privacy requirements mentioned on page 13 of this guide.);

• review with the student his or her annual education plan (Grades 7 to 12);

• invite the student to visit the new setting in advance.


Sending and receiving teachers should arrange for the student to tour thenew site and to spend some time in the classroom or with special educationor guidance staff. At the secondary school level, special education and/orguidance staff can facilitate this process.

A new IEP must be developed when a student begins a new placement. Thenew placement starts on the student’s first day of attendance in a new spe-cial education program; in most cases, this would be the first day of schoolin September or the first day of a new semester, but it might also occur inmid-year or mid-semester if there has been a change in placement. When anew IEP is to be developed, the cycle returns to Phase 1 and proceedsthrough the stages of development, implementation, and monitoring out-lined in this guide.

51

APPENDIX A: TEMPLATE FOR A SUGGESTED IEP FORM


1

Individual Education Plan IEPREASON FOR DEVELOPING THE IEP

Student identified as Student not formally identified but requires special education program/services,exceptional by IPRC including modified/alternative learning expectations and/or accommodations

STUDENT PROFILE

Name: Gender: Date of Birth:

School:

Student OEN/MIN: Principal:

Current Grade/Special Class: School Year:

Most Recent IPRC Date: Date Annual Review Waived by Parent/Guardian:

Exceptionality:

IPRC Placement Decision (check one)

Regular class with indirect support Special education class with partial integration

Regular class with resource assistance Special education class full-time

Regular class with withdrawal assistance

ASSESSMENT DATA

List relevant educational, medical/health (hearing, vision, physical, neurological), psychological, speech/language, occupa-tional, physiotherapy, and behavioural assessments.

Information Source Date Summary of Results

STUDENT’S STRENGTHS AND NEEDS

Areas of Strength Areas of Need

Health Support Services/Personal Support Required Yes (list below) No

53A p p e n d i x A : T e m p l a t e f o r a S u g g e s t e d I E P F o r m

2

SUBJECTS, COURSES, OR ALTERNATIVE PROGRAMS TO WHICH THE IEP APPLIES

Identify each as Modified (MOD), Accommodated only (AC), or Alternative (ALT)

1. MOD AC ALT 6. MOD AC ALT





Elementary Program Exemptions or Secondary School Compulsory Course Substitutions

Yes (provide educational rationale) No

Complete for secondary students only:

Student is currently working towards attainment of the: Ontario Secondary School Diploma Ontario Secondary School Certificate Certificate of Accomplishment

ACCOMMODATIONS(Accommodations are assumed to be the same for all subjects, unless otherwise indicated)

Instructional Accommodations Environmental Accommodations Assessment Accommodations

Individualized Equipment Yes (list below) No

PROVINCIAL ASSESSMENTS (accommodations and exemptions)

Provincial assessments applicable to the student in the current school year: ___________________________________________

Accommodations: Yes (list below) No

Exemptions: Yes (provide explanatory statement from relevant EQAO document) No


3

Special Education ProgramTo be completed for each subject/course with modified expectations and/or each alternative program with alternative expectations

Student OEN/MIN: Subject/Course/Alternative Program:

Current Level of Achievement: Current Level of Achievement for Alternative Program:Prerequisite course (if applicable)

Letter grade/Mark

Curriculum grade level

Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the end of theschool year in a particular subject, course, or alternative program.

Learning Expectations(List modified/alternative expectations outlining knowledge

and/or skills to be assessed, by reporting period. Identify grade level, where appropriate.)

Teaching Strategies(List only those that are particular to

the student and specific to the learning expectations)

Assessment Methods(Identify the assessment method to be

used for each learning expectation)


4

IEP Developed by:

Staff Member Position Staff Member Position

Sources Consulted in the Development of the IEP

IPRC Statement Provincial Previous IEP Parents/Guardians Studentof Decision (if applicable) Report Card

Other sources (list below)

Date of Placement in Special Education Program (select the appropriate option)

1) First day of attendance in new special education program

2) First day of the new school year or semester in which the student is continuing in a placement

3) First day of the student’s enrolment in a special education program that he/she begins in mid-year or mid-semesteras the result of a change of placement

Completion Date of IEP Development Phase Date of Placement: (within 30 school days following the Date of Placement):

EVALUATION

Reporting Dates:

Reporting Format

Provincial Report Card (required unless student’s program comprises alternative expectations only)

Alternative Report

TRANSITION PLAN

If the student is 14 years of age or older and is not identified solely as gifted, a transition plan is required (see page 6 ).

HUMAN RESOURCES (teaching/non-teaching)

Include type of service, initiation date, frequency or intensity, and location


5

The principal is legally required to ensure that the IEP is properly implemented and monitored.

This IEP has been developed according to the ministry’s standards and appropriately addresses the student’s strengths andneeds. The learning expectations will be reviewed and the student’s achievement evaluated at least once every reportingperiod.

Principal’s Signature Date

Involvement of Parent/Guardian and Student (if student is 16 or older)

I was consulted in the development of this IEP Parent/Guardian Student

I declined the opportunity to be consulted in the development of this IEP Parent/Guardian Student

I have received a copy of this IEP Parent/Guardian Student

Parent/Guardian and Student Comments:

Parent/Guardian Signature Date

Student Signature (if 16 or older) Date

LOG OF PARENT/STUDENT CONSULTATION AND STAFF REVIEW/UPDATING

Activity (Indicate parent/student

Date consultation or staff review) Outcome


6

Transition PlanStudent’s name OEN/MIN

Specific Goal(s) for Transition to Postsecondary Activities

Person(s) Actions Required Responsible for Actions Timelines

58

APPENDIX B: SAMPLES OF COMPLETED IEP FORMS

59A p p e n d i x B : S a m p l e s o f C o m p l e t e d I E P F o r m s

1



STUDENT PROFILE


School:




Exceptionality:





ASSESSMENT DATA






x

x

x

Psychological report 03/05/1998 Report provides a diagnosis of learning disabilities

Audiologist report 11/03/1997 Report indicates area of need in central auditory processing

Expressive language skills (speaking) Receptive language skills (reading and listening)

Visual memory skills Expressive language skills (writing)

Visual figure ground skills Auditory memory skills

Problem-solving skills Auditory discrimination skills

Computer keyboarding skills Organizational skills

Student A Male 06/23/1991

Ontario School

123456789 B. Principal

8 2004-2005

06/02/2002 25/05/2004

Learning Disability

Sample 1













2

ACCOMMODATIONS

(Accommodations are assumed to be the same for all subjects, unless otherwise indicated)




Provincial assessments applicable to the student in the current school year: _________________________________________



Science & Technology

The Arts

Reading Print

English

Core French

Mathematics

History/Geography

Health/Phys.Ed.

x

x

x

xx

x

x

x

x

Individual computer for assistive technology (hardware and software)

Tape recorder for recording oral instructions

None

Duplicated notes

Assistive technology – text-to-speechand speech-to-text software

Graphic organizers

Time-management aids

Taped texts

Audiotapes of instruction

Extra time for processing

Main facts highlighted in text

Daily schedules/timetables

Non-verbal signals

Use of headphones

Alternative (quiet) setting

Preferential seating

Extended time limits

Verbatim scribing

Oral responses, including audiotapes


Assistive technology – text-to-speechand speech-to-text software

Reduction in the number of tasksused to assess a concept or skill

x


3(a)




Letter grade/Mark









123456789

C

5

CORE FRENCH

Student A will demonstrate that he has acquired approximately half of the knowledge and skills described in the Grade 6curriculum expectations.

Grade 6 expectations

Term 1Student A will:1. learn 30 sight words;2. conjugate aller;3. read 3 simple passages or stories (about

50 words long) and write simple responses todemonstrate understanding;

4. prepare and deliver an oral presentation of 10 sentences in length.

Term 2Student A will:1. learn 30 sight words;2. conjugate faire;3. read 3 simple passages or stories (about

75 words long) and write simple responses todemonstrate understanding;

4. create an illustrated menu and present the information orally, using simple sentences.

1. Provide matching picture/word flashcards.

1. Provide matching picture/word flashcards.

1. Oral and written activity2. Oral and written activity3. Oral and written activity

4. Written activity and presentation

1. Oral and written activity2. Oral and written activity3. Oral and written activity

4. Written activity and presentation


3(b)




Letter grade/Mark









123456789

B

7 (MOD)

HISTORY/GEOGRAPHY

Grade 8 expectations

Student A will demonstrate achievement of all ofthe expectations for Grade 8 history and geogra-phy as given in the curriculum document, exceptfor the following, which have been modified:

Term 1Student A will:1. identify the colonies that joined Confederation

(dates of entry not required);2. describe orally, using a series of maps, the

changes in Canada’s boundaries from 1867 to1949 (rather than “analyse, synthesize, and eval-uate historical information”).

Term 2Student A will:1. [compare the challenges facing farmers and

workers . . . ] (delete expectation);2. research current job trends (prediction of skills

needed not required).

1. Written assignment

2. Visual and oral presentation

2. Written assignment

Student A will demonstrate an understanding of events in Canada from the 1850s to 1914 and patterns in humangeography, economic systems, and migration.


3(c)




Letter grade/Mark









123456789 READING PRINT

Student A will demonstrate improvement in decoding skills to the late Grade 3 level and in comprehension skills to the mid-Grade 4 level.

Grade Level – Grades 3–4

Term 1Student A will:1. learn 75 new sight words;2. complete reading passages at Level F of the

[specify title ] series;3. read and answer comprehension questions on

three passages from the mid-Grade 3 level;4. maintain a reading log of texts read independently

and select one of those texts for retelling.

Term 2Student A will:1. learn 75 new sight words;2. complete reading passages at Level H of the

[specify title ] series;3. read and answer comprehension questions on

three passages from the late Grade 3 level;4. maintain a reading log of texts read independently

and recommend three selections for Grade 3–4students.

1. Select words from the[specify title ] reading seriesand curriculum subjectareas.

1. Select words from the[specify title ] reading seriesand curriculum subjectareas.

1. Oral activity2. Checklist

3. Oral and written activity


1. Oral activity2. Checklist



Student A’s decoding skills are at the early Grade 3 level andhis comprehension skills are at the mid-Grade 3 level.


IEP Developed by:










EVALUATION

Reporting Dates:

Reporting Format


Alternative Report

TRANSITION PLAN




4

Consultation/Teacher Support Special Education Teacher 07/09/2004 Minimum once per month

Reading Instruction Special Education Teacher 20/09/2004 20 min. 3 X week, resource room

Technical Support IT Support Staff 08/09/2004 30 minutes every other week, classroom

01/12/2004 24/03/2005 29/06/2005

Ms. Teacher Classroom Teacher

Mr. Special Teacher Special Ed. Teacher

Ms. T. Support IT Support Staff

x

x

x

07/09/2004 04/10/2004

x x x x

x















5

Sept. 14/04 Meet the Teacher Night Parent would like to be faxed a copy of the draft IEP prior to phone consultation.

Sept. 27/04 Faxed parent draft copy of the IEP Parent phoned September 29/04. No changes required.

Oct. 4/04 IEP sent home for signature School copy returned.

Nov. 26/04 Staff review/update of expectations Added expectations for Term 2.

Dec. 3/04 Report Card interview with parent Parent expressed satisfaction with Student A’sprogress for Term 1. Copy of Term 2 expectationsprovided to parent.

Ms Principal October 4, 2004


6





1



STUDENT PROFILE


School:




Exceptionality:





ASSESSMENT DATA






x

x

x

Psychological report 09/04/1995 Report indicates moderate developmental delays.

Behaviour assessment 25/01/2000 Report indicates moderate adaptive functioning delays.

Speech report 13/11/2001 Report indicates mild articulation difficulty.

Visual acuity skills Receptive language (comprehension and decoding)

Kinesthetic learning style Expressive language (written)

Gross motor abilities Cognitive understanding and memory skills

Self-regulatory skills Social skills

Self-help skills

Fine motor skills

Personal care support

Student B Female 03/03/1990

Ontario School


9 04-05 Sem 1

28/05/2004

Developmental Disability

Sample 2




















xNumeracy KMM10

Geography CGC1P

Healthy Living PPL10

Music AMU10

Personal Care

x

x

x

x

x

x

x

x

Grade 9 – Mathematics

Colour-coded organizers

Concrete materials/manipulatives

Picture cues to reinforce understanding

High structure

Cueing systems for self-monitoring

Dramatizing information

Visual cues


Reduced audio/visual stimuli

Use of headphones

Alternative supervised setting

Alternative supervised setting

Periodic supervised breaks

Pictures/charts/diagrams for expressing ideas

Verbatim scribing of responses


2

Student not able to provide evidence of learning under the conditions of the assessment.


3(a)




Letter grade/Mark









234567891 NUMERACY AND NUMBERS KMM10

Student B will demonstrate the ability to recall addition and subtraction facts to 10, add and subtract two-digit whole numbers without regrouping (using counters), count to 100, demonstrate halves, and name and state the value of a quarter, a dime, and a toonie.

Term 1Student B will:1. count by 1’s to 70; read and print numerals from

10 to 30;2. recall addition and subtraction facts to 5;3. add two-digit numbers without regrouping

(using counters);4. demonstrate halves, using concrete materials

and drawings;5. name and state the value of a penny, a quarter,

and a loonie.


2. Oral and written activity3. Written demonstration

4. Written demonstration

5. Oral activity

Student B adds and subtracts one-digit whole numbers usingcounters, counts to 50, and names and states the value of apenny and a loonie.


3(b)




Letter grade/Mark









234567891

72%

8 (MOD)

GEOGRAPHY OF CANADA CGC1P (MOD) (NON-CREDIT)

Student B will demonstrate improvement in her recall and communication of basic concepts relating to community,province, and country, in her ability to use a map, and in her ability to make connections with the world outside the classroom.

Term 1Student B will:1. create a visual presentation of familiar buildings/

areas in the community and identify orally thepurpose for each;

2. match province names to their locations on amap of Canada;

3. locate Canada and Ontario on a globe;4. choose two countries (e.g., in near-polar and

near-equatorial regions) and compare theweather, homes, food, and clothing typical inthose countries.

1. Arrange for staff member toaccompany Student B on awalking tour, taking along adigital camera.

4. Provide project framework.

1. Visual and oral presentationto selected audience

2. Map activity – written

3. Globe activity – demonstration4. Written project


3(c)




Letter grade/Mark









234567891

68%

8 (MOD)

HEALTHY ACTIVE LIVING EDUCATION PPL10 (MOD) (NON-CREDIT)

Student B will demonstrate improvement in her movement skills, through regular participation in physical activities, and in her understanding of safety and injury prevention, including substance use and abuse.

Term 1Student B will:1. demonstrate understanding of rules for

participation in a basic group activity;2. improve fitness level by increasing power-

walking time to 15 minutes;3. throw an object overhand or side-arm, to a

target or a partner at a distance of 10 m;4. identify harmful substances and their negative

effects on health;5. participate in a skit demonstrating how to use

decision-making and assertion skills when confronted with media and peer pressure relatedto alcohol, tobacco, and other drugs.

4. Provide simple visual aidsand text on harmful substances.

1. Checklist and oral assessment

2. Journal/data collection

3. Demonstration/data collection

4. Written project

5. Oral assessment/performance


3(d)




Letter grade/Mark









234567891

74%

8 (MOD)

MUSIC AMU10 (MOD) (NON-CREDIT)

Student B will demonstrate improved understanding of the basic elements of music, improved performance skills, and a greater ability to listen attentively.

Term 1Student B will:1. distinguish between a treble clef and a bass clef

and label the notes on the treble clef staff;2. perform note values for whole, half, and quarter

notes;3. keep a steady beat on the snare drum, while

following a conductor;4. name 4 music genres and select 4 pieces of

music, each reflecting one type (e.g., rap, pop,country, classical), for inclusion on an audiotape.

4. Provide tape-recordingequipment.

1. Written activity

2. Performance

3. Performance

4. Oral presentation/audiotape


3(e)




Letter grade/Mark









234567891 PERSONAL CARE

Student B will demonstrate greater independence in performing the sequence of skills required for a washroom visit, including readjusting clothing, hand-washing, and returning quietly to the classroom.

Term 1Student B will:1. readjust clothing and check appearance in

mirror with one verbal prompt;2. recall hand-washing step without prompt

5 out of a possible 10 times;3. return to the classroom without vocalization

5 out of a possible 10 times.

1. Checklist and data collection



With respect to washroom visits, Student B indicates need tovisit washroom, undresses, and uses facilities appropriately.Student washes hands and re-enters classroom quietly, withoutprompts, 2 out of a possible 10 times.


IEP Developed by:










EVALUATION

Reporting Dates:

Reporting Format


Alternative Report

TRANSITION PLAN




4

Consultation/Teacher Support Special Education Teacher 07/09/2004 Minimum once per month

Resource Support Special Education Teacher 20/09/2004 Min. 2 X month per modified course,

resource room

Personal Care Support Teacher’s Assistant 07/09/2004 20 min. per day, as required

08/11/2004 07/02/2005

Ms. Numeracy Teacher Classroom Teacher

Ms. Geography Teacher Classroom Teacher

Ms. Health Teacher Classroom Teacher

Mr. Music Teacher Classroom Teacher

Mr. Special Teacher Spec. Ed. Teacher

Ms. T. Assistant Teacher’s Assistant

x

x

x

07/09/2004 04/10/2004

x x x x

x















5

Sept. 16/04 Phone call to parent Parent requested phone conversations with thenumeracy and geography teachers

Sept. 20/04 Phone call to parent by numeracy teacher Parent requested that concept of halves beincluded in IEP expectations.

Sept. 23/04 Phone call to parent by geography teacher Discussed first-term expectations and ways parent can support learning

Oct. 1/04 IEP sent to parent Returned with signature Oct. 4/04

Mr. Principal October 4, 2004





Student B is planning for independent living in the community with supported employment.

1. Meet with local Community Living Associationand register for any wait-listedprograms/services

2. Attend Post-21 Community Options presentation

3. Visit Community Living supported employmentlocations

4. Plan for work placement through cooperativeeducation programs

5. Investigate summer work placement programs

student, parents, Community Livingrepresentative (Special ed. teacher tocoordinate)

student, parents

student, parents, Community Livingrepresentative

student, parents to meet with co-opteacher

student, parents, Community Livingrepresentative

Oct. 2004 and annually in fallof each year

Before June 2006

Before June 2006

Every February beginning in 2006

Every Spring beginning in 2007

6

234567891Student B


1



STUDENT PROFILE


School:




Exceptionality:





ASSESSMENT DATA






x

x

x

Psychological report 21/11/2002 Report provides diagnosis of oppositional defiant disorder

Educational assessment 15/06/2004 Literacy and numeracy skills grade-appropriate

Medical assessment 09/04/2000 Report provides diagnosis of ADHD

Kinesthetic learning style Attention skills

Gross and fine motor skills Social skills

Receptive language (reading) Anger-management skills

Expressive language (speaking/writing)

Memory skills

Student C Male 04/19/1994

Ontario School


5 2004-2005

21/05/2004

Behaviour

Sample 3




















x Health & Phys. Ed.

The Arts

Behaviour

English

Mathematics

Core French

Science & Technology

Social Studies

x

x

x

x

x

None

High structure

Contracts

Reinforcement incentives

Non-verbal signals

More frequent breaks

Concrete/hands-on material

Simplified, uncluttered formats


Strategic seating

Reduced audio/visual stimuli

Study carrel


More frequent breaks

Prompts to return student’s attentionto task

Simplified, uncluttered formats

Reduced number of tasks used toassess a concept or skill

x

x

x

2

x


3




Letter grade/Mark









345678910 BEHAVIOUR

Student C will express anger/frustration without physical contact 8 out of 10 times and without abusive language 5 out of 10 times. He will follow basic instructions from staff in 7 out of 10 possible situations.

Term 1Student C will:1. create and present orally a poster illustrating the

physical changes that signal anger/frustration;2. participate through role-playing in a video

depicting 3 strategies for dealing appropriatelywith anger/frustration;

3. express anger/frustration without physical contact in 5 out of 10 possible situations;

4. follow basic instructions from staff in 5 out of 10possible situations;

Term 21. write and illustrate a short book on a cartoon

character who learns from past experiences;2. prepare and present, with a classmate, a skit

about anticipating consequences; 3. express anger/frustration without physical

contact in 7 out of 10 possible situations andwithout abusive language 4 out of 10 times;

4. follow basic instructions from staff in 6 out of 10possible situations;

Term 31. plan and deliver a mini-lesson to share with a

younger student on how to respond to teasing;2. identify 3 tension-reducing activities;3. express anger/frustration without physical con-

tact in 8 out of 10 possible situations and with-out abusive language 5 out of 10 times;

4. follow basic instructions from staff in 7 out of 10possible situations.

3&4. Establish system of posi-tive reinforcements.3. Establish private area for

regaining self-control.4. Provide student with

specific choices whenrequesting compliance.

As for Term 1

2. Assist student in selection ofclassmate

As for Term 1

1. Poster and oral presentation(presented to teacher in private)

2. Video presentation and selfand peer assessment

3. Checklist/data collection


1. Written activity

2. Written and oral presentation



1. Oral and written presentation

2. Oral activity3. Checklist/data collection


Student C expresses anger/frustration appropriately in 1 out of10 possible situations. He follows basic instructions from staffin 3 out of 10 possible situations.


IEP Developed by:










EVALUATION

Reporting Dates:

Reporting Format


Alternative Report

TRANSITION PLAN




4

Direct instruction Special Education Teacher 07/09/2004 60% to 80% of school day, classroom

Behaviour support Teacher’s Assistant 07/09/2004 300 min./day shared with 2 students, classroom

Direct instruction Social Worker 20/09/2004 40 min. 3 X week , seminar room

03/12/2004 24/03/2005 29/06/2005

Ms. Special Teacher Spec. Ed. Teacher

Mr. Teacher Classroom Teacher

Ms. Worker Social Worker

Ms. Assistant Teacher’s Assistant

x

x

x

07/09/2004 04/10/2004

x x x

x















5

Sept. 15/04 Meet the Teacher Night Parent requests meeting with teacher. Date set.

Sept. 21/04 Meeting with parent Discussed reinforcement incentives andsequence of consequences. Reviewed accommodations for IEP.

Oct. 1/04 Sent home completed IEP Returned with signature Oct. 4/04

Nov. 24/04 Staff review/update of expectations Added expectations for Term 2

Dec. 3/04 Report card interview with parents Parents inquired about effectiveness of various reinforcement incentives. Copy of Term 2 expectations provided to parents.

Mar. 21/05 Staff review/update of expectations Added expectations for Term 3

Mar. 29/05 Report card interview with parents Parents pleased with reduction in violent incidents.Copy of Term 3 expectations provided to parents.

Jun. 27/05 Final interview with parents Shared checklist results and discussed summeractivities.

Mrs. Principal October 4, 2004


6




the individual education plan (iep) - ministry of education

Documents